Loading...
3 results
Search Results
Now showing 1 - 3 of 3
- The impact of combining SRSD instruction with a brief growth mindset intervention on sixth graders’ writing motivation and performancePublication . Camacho, Ana; Alves, Rui A.; Silva, Mariana; Ferreira, Paula; Correia, Nadine; Daniel, JoãoSelf-Regulated Strategy Development (SRSD) is an evidence-based instructional approach combining background knowledge, writing, and self-regulation strategies to improve students’ writing motivation and performance. While the positive impact of SRSD on writing performance variables is well-established, mixed findings were found for motivational variables, namely self-efficacy. In addition, the impact of SRSD on motivational constructs other than self-efficacy—such as implicit theories—has received considerably less attention. In this study, we examined the impact of an SRSD instructional program about opinion text writing on two extensively studied writing performance variables (i.e., text quality and text length) and on two motivational variables (i.e., selfefficacy and implicit theories). Moreover, we tested whether adding a brief growth mindset intervention to SRSD instruction would result in gains in writing motivation and performance. To this end, we enrolled 191 sixth graders, from 11 classes, and their Portuguese language teachers to participate in a six-week intervention study. Using a quasi-experimental design, the classes were assigned to one of three conditions: (a) an active control condition (three classes); (b) an SRSD group (four classes); (c) an SRSD plus growth mindset intervention group (henceforth, SRSD + GM; four classes). Our results showed that both the SRSD and the SRSD + GM generally did not significantly differ from the active control group in self-efficacy and implicit theories of writing at posttest. The only exception was self-efficacy for ideation. Of note, the SRSD and the SRSD + GM groups outperformed the active control group in terms of text quality and text length. Our findings did not reveal an added value of a brief growth mindset intervention for SRSD instruction. Overall, our study showed that a six-week SRSD instructional program was effective in improving students’ self-efficacy for ideation and writing performance. However, the brief nature of both SRSD and mindset interventions may have precluded a broader positive impact on motivational beliefs, such as self-efficacy for conventions, self-efficacy for self-regulation, and implicit theories.
- Anxiety and social support as predictors of student academic motivation during the COVID-19Publication . Camacho, Ana; Correia, Nadine; Zaccoletti, Sonia; Daniel, JoãoIn this study we examined whether parents' perceptions of students' anxiety as well as perceived support from both teachers and classmates were predictive of changes in students' academic motivation during the first wave of COVID-19. To this end, we used a retrospective pretest-posttest design together with a latent change score model to analyze our data. From April to May of 2020, 394 Portuguese parents of students in grades 1-9 participated in this study. Our results showed that students' anxiety and teachers' social support, as perceived by parents, were highly significant predictors of academic motivation changes. Specifically, we found a negative effect of anxiety and a positive effect of teachers' social support on students' academic motivation. Our results did not show, however, a significant predictive role of classmates' social support. This study provides an important contribution to further understand the intrapersonal and interpersonal factors that are associated with the decline of students' academic motivation during the COVID-19 pandemic. The pivotal role of teachers in sustaining students' academic motivation and other relevant educational implications for the ongoing pandemic are discussed.
- Parents’ perceptions of student academic motivation during the COVID-19 lockdown: A cross-country comparisonPublication . Zaccoletti, Sonia; Camacho, Ana; Correia, Nadine; Aguiar, Cecília; Mason, Lucia; Alves, Rui A.; Daniel, JoãoThe COVID-19 outbreak has ravaged all societal domains, including education. Home confinement, school closures, and distance learning impacted students, teachers, and parents' lives worldwide. In this study, we aimed to examine the impact of COVID-19-related restrictions on Italian and Portuguese students' academic motivation as well as investigate the possible buffering role of extracurricular activities. Following a retrospective pretest-posttest design, 567 parents (n Italy = 173, n Portugal = 394) reported on their children's academic motivation and participation in extracurricular activities (grades 1 to 9). We used a multi-group latent change score model to compare Italian and Portuguese students': (1) pre-COVID mean motivation scores; (2) rate of change in motivation; (3) individual variation in the rate of change in motivation; and (4) dependence of the rate of change on initial motivation scores. Estimates of latent change score models showed a decrease in students' motivation both in Italy and in Portugal, although more pronounced in Italian students. Results also indicated that the decrease in students' participation in extracurricular activities was associated with changes in academic motivation (i.e., students with a lower decrease in participation in extracurricular activities had also a lower decrease in motivation). Furthermore, students' age was significantly associated with changes in motivation (i.e., older students had lower decrease). No significant associations were found for students' gender nor for parents' education. This study provides an important contribution to the study of students' academic motivation during home confinement, school closures, and distance learning as restrictive measures adopted to contain a worldwide health emergency. We contend that teachers need to adopt motivation-enhancing practices as means to prevent the decline in academic motivation during exceptional situations.