CIE-ISPA - Artigos em revistas internacionais
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Browsing CIE-ISPA - Artigos em revistas internacionais by Subject "Academic achievement"
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- 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. .
- The parental investment effect on immigrant children at schools: Employment and specialization of parents as an explaining variable for tasks achievement in second languagePublication . Figueiredo, Sandra; Martins, Margarida Alves; Silva, Carlos Fernandes daThe present research study examines how family environment has an impact on immigrant children’s task performance considering the Socioeconomic Status (SES) of parents, but focusing two dimensions of the immigrant SES specificities (APA, 2012): the professional situation and related educational background (employment and specialization professions/work of parents). Economically disadvantaged families (parents unemployed or whose job is unspecialized) may be a predictor of different performances in a second language (L2), involving deficits for parental investment and for specific cognitive skills in childhood and adolescence. 108 learners of Portuguese as a L2, aged 8 to 17, from lower to middle socioeconomic backgrounds, completed four language and verbal reasoning tasks in European Portuguese: verbal analogies, semantic associations, picture identification and morphological extraction. A series of MANOVAs indicated that learners from lower socioeconomic backgrounds perform worse in the four administered tasks due to their parents' unemployment situation but students whose parents had unspecialized jobs performed better than those whose parents had specialized jobs. Unskilled jobs were confirmed as related to higher immigrant parental investment. Educational and cognitive implications will be discussed concerning how the participants differed in the tasks.
- “To be or not to be retained… Thats' the question!” Retention, self-esteem, self-concept, achievement goals, and gradesPublication . Peixoto, Francisco José Brito; Monteiro, Vera; Mata, Maria de Lourdes Estorninho Neves; Sanches, Ana Cristina Pires; Pipa, Joana; Almeida, Leandro da SilvaKeeping students back in the same grade – retention – has always been a controversial issue in Education, with some defending it as a beneficial remedial practice and others arguing against its detrimental effects. This paper undertakes an analysis of this issue, focusing on the differences in student motivation and self-related variables according to their retention related status, and the interrelationship between retention and these variables. The participants were 695 students selected from two cohorts (5th and 7th graders) of a larger group of students followed over a 3-year project. The students were assigned to four groups according to their retention-related status over time: (1) students with past and recent retention; (2) students with past but no recent retention; (3) students with no past but recent retention; (4) students with no past or recent retention. Measures of achievement goal orientations, self-concept, self-esteem, importance given to school subjects and Grade Point Average (GPA) were collected for all students. Repeated measures MANCOVA analyses were carried out showing group differences in selfesteem, academic self-concept, importance attributed to academic competencies, task and avoidance orientation and academic achievement. To attain a deeper understanding of these results and to identify profiles across variables, a cluster analysis based on achievement goals was conducted and four clusters were identified. Students who were retained at the end of the school year are mainly represented in clusters with less adaptive motivational profiles and almost absent from clusters exhibiting more adaptive ones. Findings highlight that retention leaves a significant mark that remains even when students recover academic achievement and retention is in the distant past. This is reflected in the low academic self-concept as well as in the devaluation of academic competencies and in the avoidance orientation which, taken together, can undermine students’ academic adjustment and turn retention into a risk factor.