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Motivation and Evaluation in Education from the Sustainability Perspective (Closed)

A topical collection in Sustainability (ISSN 2071-1050). This collection belongs to the section "Sustainable Education and Approaches".

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Editors


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Guest Editor
Department of Pedagogy, University of Castilla-La Mancha, Cuenca, 16071, Spain
Interests: Educational Equity, Educational Evaluation, Reflective Practice, Research Methods in Education, Intercultural Education, Teacher Training. I am committed to working pedagogical practice evidence-informed from the perspective of equity and sustainability

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Guest Editor
Faculty of Management and Social Sciences, Autonomous University of Baja California, Ensenada, Mexico
Interests: Educational Evaluation, Evaluation of Professional Profile in Higher Education, Research Methods in Education, Professional Values. I am committed to working in the integral pedagogical practice from the perspective of values, equity and sustainability

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Guest Editor
Department of Specific Didactics, Faculty of Education, University of Burgos, 09001 Burgos, Spain
Interests: physical education; models-based practice; teaching evaluation
Special Issues, Collections and Topics in MDPI journals

Topical Collection Information

Dear Colleagues,

One of the main challenges in today's democratic societies is the quality of education promotion and equity for all. In this sense, an education for sustainable development implies offering successful learning opportunities to citizens too. Among others, such perspective reveals implications on the need to give straightforward answers to facilitate the access, the survival, and the academic success of all students in the education system. Hence, education must be led to the promotion of contexts and processes for the empowerment of students. Learners need to "learn to live together" and "learn to learn" autonomously in a world that is continuously changing, diversifying, and subjecting to very different social, economic, cultural, and psychological forces.

Of all the elements involved in the promotion of efficient educational processes, two of them manifest particular relevance. The first educational process is linked to the motivation allowing students themselves to be guided towards well-defined learning outcomes. The second educational process refers to the assessment as a learning activity enabling students to gain consciousness of what and how they learn as acts of metacognition and self-regulation. Both educational elements should not be interpreted as isolated elements but as processes aimed at empowering everyone to be performers and producers agents in self academic, formative, and professional itineraries held in their projects of life in coexistence with others.  

The purpose of this Special Issue for Sustainability is the contribution to the scientific debate on the role of motivation and evaluation throughout the teaching-learning process. Consequently, the expectation is the contribution to a more fair, equitable and democratic society. Factors, as mentioned earlier, assume providing students with the necessary skills to be citizens committed to contemporary social challenges through the development of competencies to the adoption and implementation of self-decisions and transitions for a Lifelong-Learning.

Notwithstanding the autonomy of students is a relevant factor, teachers training must be considered necessary as well. A well-trained teacher owns the skills, strategies, and pedagogical resources to stimulate learning motivation and to implement the appropriate formative and shared assessment for learners to acquire meaningful learning. It does not involve mere academic success, but also the measurement of meaningful learning, knowledge transfer, and carried out day-to-day activities.

The present Special Issue for Sustainability encompasses research, studies and educational experiences on the contributions of motivation and evaluation in coherence with current educational challenges from the sustainability perspective:

  • Motivation: the importance of the development of personal identity in relation to social learning. Only people with a construction of personal identity can engage with the social challenges of a society.
  • Evaluation for successful learning for all: learning that makes students reflect on their commitment to learning and mobilize to act in favor of social transformation.

Consequently, the proposals can be linked to Early Childhood Education, Primary Education, Secondary Education, or Higher Education. Because of its impact and contribution for a better understanding of the Special Issue for Sustainability topic, contributions to informal education environments can be considered as well.

Summing up, accepted academic contributions might be diverse, but always linked to motivation and evaluation from a sustainable perspective, according to the didactic purpose, that should inspire education as an instrument of change and social transformation for the promotion of successful learning processes for all.

Dr. José Sánchez-Santamaría
Dr. Brenda Imelda Boroel Cervantes
Dr. David Hortigüela Alcalá
Guest Editors

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Keywords

  • Educational Equity
  • Success Education
  • Sustainable Education
  • Learning Motivation
  • Educational Evaluation
  • Learn to Learn
  • Reflective Thinking
  • Professional Development
  • Institutional Development
  • Citizenship

Published Papers (18 papers)

2023

Jump to: 2021, 2020

15 pages, 1031 KiB  
Article
Factor Structure of Student Science-Learning Motivation: Evidence from TIMSS U.S. Data
by Fa Zhang, Christine L. Bae, Michael D. Broda and Alison C. Koenka
Sustainability 2023, 15(17), 13230; https://doi.org/10.3390/su151713230 - 04 Sep 2023
Cited by 1 | Viewed by 894
Abstract
We investigated the structure of science motivation among a nationally representative sample of grade 8 students in the United States from the TIMSS dataset. Drawing on an integrative conceptual model of motivation, the following constructs from situative expectancy-value theory (SEVT) and self-determination theory [...] Read more.
We investigated the structure of science motivation among a nationally representative sample of grade 8 students in the United States from the TIMSS dataset. Drawing on an integrative conceptual model of motivation, the following constructs from situative expectancy-value theory (SEVT) and self-determination theory (SDT) were examined through confirmatory factor analyses, including self-concept, task value (intrinsic and utility value), and sense of relatedness, to test the underlying factor structure of motivation. Internal validity evidence was established, which showed that a four-factor model fits the data significantly better than a three-factor model and one-factor model. This study contributes to the current literature by providing evidence of the four dimensions of motivation in a manner that is theoretically aligned with SEVT and SDT, and validated using the TIMSS dataset. The student’s sense of relatedness as a key interpersonal facet of learning motivation is highlighted in this study. Full article
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2021

Jump to: 2023, 2020

16 pages, 299 KiB  
Article
An Evaluation of the Formative Experiences of Students Enrolled in Postgraduate Studies in Education: Case Study in Northern Mexico
by Brenda Imelda Boroel Cervantes, José Alfonso Jiménez Moreno, Salvador Ponce Ceballos and José Sánchez Santamaría
Sustainability 2021, 13(9), 4790; https://doi.org/10.3390/su13094790 - 24 Apr 2021
Cited by 1 | Viewed by 1767
Abstract
The educational journey in postgraduate programs is linked to the actors, processes and results, setting the tone for different approaches from the perspective of characterization, development and evaluation. It is summarized in a sequential manner in four stages: entry to the program, progress [...] Read more.
The educational journey in postgraduate programs is linked to the actors, processes and results, setting the tone for different approaches from the perspective of characterization, development and evaluation. It is summarized in a sequential manner in four stages: entry to the program, progress within the program, and the final educational stretch, where the instructor/tutor plays an important part and obtaining the diploma or degree. The goal of this research was to evaluate, using the students’ perceptions, formative experiences as a result of their academic journey in postgraduate programs within education in Northern Mexico. We have used a case study based on the focus groups technique, applied to a sample of cases comprised of students enrolled in their final educational stage. The information was analyzed using inductive data analysis. The main results were grouped into three meta categories: (1) development of professional skills for the successful design of the intervention proposal, which unfolded into four categories; (2) the role of the tutor during the formative process, consisting of four analysis categories and (3) contributions of the teaching staff in their profession, consisting of two categories. These trends also evidence the formative abundance in the personal, academic and social training context of the students. Full article
19 pages, 2592 KiB  
Review
Motivation and Evaluation in Education from the Sustainability Perspective: A Review of the Scientific Literature
by José Sánchez-Santamaría, Brenda Imelda Boroel-Cervantes, Fátima-María López-Garrido and David Hortigüela-Alcalá
Sustainability 2021, 13(7), 4047; https://doi.org/10.3390/su13074047 - 06 Apr 2021
Cited by 9 | Viewed by 3460
Abstract
(1) Background: This paper outlines the results of a literature review of meta-analyses published on motivation and evaluation in the last five years. (2) Methods: A systematic review of three educational databases (WoS, SCOPUS and ERIC) was conducted following the PRISMA and PICO [...] Read more.
(1) Background: This paper outlines the results of a literature review of meta-analyses published on motivation and evaluation in the last five years. (2) Methods: A systematic review of three educational databases (WoS, SCOPUS and ERIC) was conducted following the PRISMA and PICO approaches. A total of 54 peer-reviewed meta-analysis papers were selected, analysed and compared. (3) Results: A significant number and variety of meta-analyses have been conducted: motivation meta-analyses focus primarily on contextual variables, self-regulation and students’ academic performance, and evaluation meta-analyses examine the effectiveness of the teaching intervention, the use of teaching methodologies and technological resources for learning. (4) Conclusions: There are two important absences: on the one hand, it is necessary to develop meta-analyses that combine motivation and evaluation, also measuring their interaction, from the perspective of sustainability, and not only of educational improvement, and on the other hand, it is necessary to perform meta-analyses on the effectiveness of the formative and shared evaluation of the sustainability of learning processes. Full article
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18 pages, 732 KiB  
Article
The Relationship between Learning Styles and Academic Performance: Consistency among Multiple Assessment Methods in Psychology and Education Students
by Jesús Maya, Juan F. Luesia and Javier Pérez-Padilla
Sustainability 2021, 13(6), 3341; https://doi.org/10.3390/su13063341 - 18 Mar 2021
Cited by 9 | Viewed by 21190
Abstract
Universities strive to ensure quality education focused on the diversity of the student body. According to experiential learning theory, students display different learning preferences. This study has a three-fold objective: to compare learning styles based on personal and educational variables, to analyze the [...] Read more.
Universities strive to ensure quality education focused on the diversity of the student body. According to experiential learning theory, students display different learning preferences. This study has a three-fold objective: to compare learning styles based on personal and educational variables, to analyze the association between learning styles, the level of academic performance, and consistency of performance in four assessment methods, and to examine the influence of learning dimensions in students with medium-high performance in the assessment methods. An interdisciplinary approach was designed involving 289 psychology, early childhood education and primary education students at two universities in Spain. The Learning Style Inventory was used to assess learning styles and dimensions. The assessment methods used in the developmental psychology course included the following question formats: multiple-choice, short answer, creation-elaboration and an elaboration question on the relationship between theory and practice. Univariate analysis, multivariate analysis, and binomial logistic models were computed. The results reveal Psychology students to be more assimilative (theoretical and abstract), while early childhood and primary education students were evenly distributed among styles and were more divergent and convergent (practical) in absolute terms. In addition, high scores in perception (abstract conceptualization) were associated with a high level of performance on the multiple-choice tests and the elaboration question on the relationship between theory and practice. Abstract conceptualization was also associated with medium-high performance in all assessment methods and this variable predicted consistent high performance, independent of the assessment method. This study highlights the importance of promoting abstract conceptualization. Recommendations for enhancing this learning dimension are presented. Full article
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15 pages, 1456 KiB  
Article
Motivation for Learning among Students Undertaking Basic Vocational Training and University Studies within the Context of COVID-19
by Eva María Olmedo-Moreno, Jorge Expósito-López, José Javier Romero-Díaz de la Guardia, María Dolores Pistón-Rodríguez and Noelia Parejo-Jiménez
Sustainability 2021, 13(6), 3268; https://doi.org/10.3390/su13063268 - 16 Mar 2021
Cited by 9 | Viewed by 2733
Abstract
The main aim of the present study is to adapt the academic motivation scale (AMS) for use within basic vocational training and university students. Another aim was to analyze the characteristics of the different dimensions of motivation, whilst also examining existing significant differences [...] Read more.
The main aim of the present study is to adapt the academic motivation scale (AMS) for use within basic vocational training and university students. Another aim was to analyze the characteristics of the different dimensions of motivation, whilst also examining existing significant differences between the two studied educational stages. For this, we conducted exploratory and confirmatory factor analysis, alongside descriptive and inferential analysis of student responses. One of the main findings was that a reduced version of the AMS, made up of five dimensions and 21 items, demonstrated good internal consistency and fit. Further, we observed that intrinsic motivation is higher in university students, whilst extrinsic motivation is higher during the basic vocational training stage. In addition, we uncovered significant differences between both educational stages with regards to the pleasure felt by students when they better themselves, learn new things and attend the educational center. Differences also emerged in relation to the importance attributed by students to achieving a good and well-paid job. With regards to amotivation, significant differences only exist in relation to the motives students have for attending classes and decision making about whether to continue studying the course they are enrolled on. Finally, we have analyzed how the variables sex, age, prior work experience and volunteering experience, and average grade influence the motivation of students undertaking basic vocational training and university students. Full article
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16 pages, 1345 KiB  
Article
The Motivation of Academics in Remote Teaching during the Covid-19 Pandemic in Polish Universities—Opening the Debate on a New Equilibrium in e-Learning
by Konrad Kulikowski, Sylwia Przytuła and Łukasz Sułkowski
Sustainability 2021, 13(5), 2752; https://doi.org/10.3390/su13052752 - 04 Mar 2021
Cited by 39 | Viewed by 7158
Abstract
Online learning helps to continue education in the face of Covid-19 lockdowns and social isolation, but it might largely change characteristics of academic teachers’ jobs and, thus, have some unintended consequences for teachers’ motivating job potential. In this study, using a convenience sample [...] Read more.
Online learning helps to continue education in the face of Covid-19 lockdowns and social isolation, but it might largely change characteristics of academic teachers’ jobs and, thus, have some unintended consequences for teachers’ motivating job potential. In this study, using a convenience sample of 202 academic teachers, we tested and supported the hypothesis that academic teachers perceived their motivating job potential as lower during the forced Covid-19 e-learning than before it. We also provided evidence that motivating potential of work during the forced Covid-19 e-learning is associated with work engagement and job satisfaction. Moreover, we provided a modicum of evidence that the relationship between the motivating job potential and academic teachers’ job satisfaction might be moderated by teachers’ assessment of university management actions during the Covid-19 situation, such that this association seems to be stronger among teachers who more positively assess university management. Our results provided initial evidence of possible unintended consequences of the pandemic-forced e-learning for academic teachers. Therefore, we suggested that socially sustainable e-learning required not only concentration on students and organizations of the education process but also on improving the teachers’ motivating job potential. Full article
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18 pages, 601 KiB  
Article
The Effect of Leadership Styles and Initiative Behaviors of School Principals on Teacher Motivation
by Servet Yalçınkaya, Gökmen Dağlı, Fahriye Altınay, Zehra Altınay and Ümit Kalkan
Sustainability 2021, 13(5), 2711; https://doi.org/10.3390/su13052711 - 03 Mar 2021
Cited by 9 | Viewed by 6398
Abstract
This study aims to investigate the effect of school administrators’ personal initiative behaviors and their leadership styles on teacher motivation. In this study, designed with a quantitative research approach, the relational scanning model was used, and a model was created to test the [...] Read more.
This study aims to investigate the effect of school administrators’ personal initiative behaviors and their leadership styles on teacher motivation. In this study, designed with a quantitative research approach, the relational scanning model was used, and a model was created to test the effect of school administrators’ leadership styles and personal initiative behaviors on teacher motivation. In this context, the leadership styles of school administrators and their personal initiative behaviors were studied as independent variables, while teacher motivation was studied as a dependent variable. In the study, 406 teachers working in high schools in Manisa city center were selected using the purposeful sampling method. Pearson moment correlation techniques and multiple regression analysis techniques were used to determine whether there was a significant relationship between dependent and independent variables during the data analysis. According to the results obtained from the research findings, it was observed that the general motivation levels of the teachers were high. In the analyses conducted in terms of the relationships between school administrators’ personal initiative-taking behaviors and teachers’ motivation, it was found that these variables had a significant and positive relationship; similarly, it was determined that there is a significant relationship between the leadership styles of school administrators and the motivation of teachers. In the regression model established to examine the effect of the leadership styles of school administrators on the internal factor dimensions of teacher motivation, it was determined that all sub-dimensions of leadership styles predicted teachers’ internal motivation. This research provides evidence that school administrators’ personal initiative behavior is directly related to teacher motivation and positively affects teacher motivation, thereby affecting the quality of their teaching. Full article
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15 pages, 300 KiB  
Article
Evaluation of Motivational Learning Strategies for Children with Dyslexia: A FORDYSVAR Proposal for Education and Sustainable Innovation
by Sonia Rodríguez Cano, Patricia Sebastián Alonso, Vanesa Delgado Benito and Vanesa Ausín Villaverde
Sustainability 2021, 13(5), 2666; https://doi.org/10.3390/su13052666 - 02 Mar 2021
Cited by 6 | Viewed by 4201
Abstract
This study was part of the European project Erasmus+ FORDYSVAR, whose main objective is to contribute to the educational inclusion of students aged between 10 and 16 with dyslexia through the use of technology. The purpose of this study was to analyze the [...] Read more.
This study was part of the European project Erasmus+ FORDYSVAR, whose main objective is to contribute to the educational inclusion of students aged between 10 and 16 with dyslexia through the use of technology. The purpose of this study was to analyze the motivation of students with dyslexia during their learning process and to assess whether technology can be a motivating educational tool to create sustainable educational spaces at a social level. It used a descriptive, transversal, and correlational methodology to determine whether the participating sample showed motivation in the learning process. In order to answer this hypothesis, we designed a data collection instrument that included a motivational assessment questionnaire of the learning. The participants were students with dyslexia aged between 10 and 16 (N = 30). The results obtained allowed us to conclude that information and communication technologies can be used as a motivating educational strategy for students with dyslexia. The conclusions drawn were consistent with previous research showing that the use of technology for educational purposes can contribute to student motivation. Full article
18 pages, 3529 KiB  
Article
Fostering Communicative Competence and Motivation through ComunicARTE Program
by Sonia Lara, María Carmen González-Torres, Sara Ibarrola-García and Ana Zúñiga
Sustainability 2021, 13(5), 2600; https://doi.org/10.3390/su13052600 - 01 Mar 2021
Cited by 2 | Viewed by 2277
Abstract
The objective of this article is to analyse the potential of ComunicARTE, an innovative Spanish Language teaching/learning program that uses project-based learning to develop dialogic spaces which promote the communicative competence of Spanish students, together with social, emotional and motivational outcomes. Two schools [...] Read more.
The objective of this article is to analyse the potential of ComunicARTE, an innovative Spanish Language teaching/learning program that uses project-based learning to develop dialogic spaces which promote the communicative competence of Spanish students, together with social, emotional and motivational outcomes. Two schools have been observed with this in mind: an experimental one using this program and a control one. This is a longitudinal study with pre-and post-test data which analyses 170 children at the beginning of their fifth year and the end of their sixth year in primary school. Quantitative tests have been used to assess their communicative competence and motivational orientation in the classroom. The results obtained are discussed. Full article
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2020

Jump to: 2023, 2021

12 pages, 319 KiB  
Article
Teaching Skills Assessment in Initial Teacher Training in Physical Education
by José Luis Aparicio-Herguedas, Jairo Rodríguez-Medina, Juan Carlos González-Hernández and Antonio Fraile-Aranda
Sustainability 2020, 12(22), 9668; https://doi.org/10.3390/su12229668 - 19 Nov 2020
Cited by 9 | Viewed by 2521
Abstract
This paper assessed the impact of two teacher training degrees in Physical Education, one focusing on primary school teaching and the other one concerning secondary school teaching. Data from students of both degrees were statistically compared and contrasted taking into account four training [...] Read more.
This paper assessed the impact of two teacher training degrees in Physical Education, one focusing on primary school teaching and the other one concerning secondary school teaching. Data from students of both degrees were statistically compared and contrasted taking into account four training scopes from the Questionnaire of Perception of Teaching Skills in Physical Education. A three-stage analysis was carried out: (i) a descriptive stage, (ii) an invariance analysis, and (iii) a comparison of latent means across the degrees. The results show significant statistical differences between the two degrees regarding the training impact on developing skills for physical and motor development basics, contents for learning, and physical activity promoting health; however, no statistically significant differences were found regarding the learning and teaching processes in Physical Education. Moreover, in both degrees, the training proved to be insufficient for developing the skill in inclusive education. Full article
15 pages, 604 KiB  
Review
Peer Assessment in Physical Education: A Systematic Review of the Last Five Years
by Daniel Bores-García, David Hortigüela-Alcalá, Gustavo González-Calvo and Raúl Barba-Martín
Sustainability 2020, 12(21), 9233; https://doi.org/10.3390/su12219233 - 06 Nov 2020
Cited by 16 | Viewed by 8737
Abstract
Purpose: A systematic review of the use of peer assessment in Physical Education in the last five years (2016–2020). Method: Four databases were used to select those articles that included information on peer assessment in Physical Education in the different educational stages. According [...] Read more.
Purpose: A systematic review of the use of peer assessment in Physical Education in the last five years (2016–2020). Method: Four databases were used to select those articles that included information on peer assessment in Physical Education in the different educational stages. According to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, including the PICO (participants, intervention, comparators, and outcomes) strategy, after the exclusion criteria, 13 articles were fully assessed based on seven criteria: (1) year and author; (2) country; (3) educational stage; (4) type of paper; (5) purpose; (6) content; and (7) outcomes. Results: the results show that the research was geographically dispersed, although Spain and the USA had half of the articles reviewed. The research was carried out at all educational stages, although a greater focus was observed in higher education than in primary and secondary education. Quantitative, qualitative, and mixed research was almost equally represented, and dealt mainly with sports and games. Regarding the goals of the studies, a diversity of research so great that it produced a lack of continuity and coherence in the literature on the subject was found. The research results on the use of peer assessment showed an increase in the level of motivation, perceived teaching confidence and competence, and teaching self-efficacy. More research is needed on the benefits of the use of peer assessment on the self-regulation of learning and the critical thinking of students. Full article
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10 pages, 560 KiB  
Article
Social and Educational Sustainability of the Physical Education of Romanian Students and the Impact on Their Physical Activity Level
by Florin Valentin Leuciuc, Petru Ghervan, Ileana Monica Popovici, Florian Benedek, Andreea Gabriela Lazar and Gheorghe Pricop
Sustainability 2020, 12(21), 9231; https://doi.org/10.3390/su12219231 - 06 Nov 2020
Cited by 4 | Viewed by 2432
Abstract
Nowadays, a descending trend concerning physical activity levels among youth has been recorded, as well as differences between males and females; more than half recorded a low level of the physical activity. The aim of this study was to investigate the social and [...] Read more.
Nowadays, a descending trend concerning physical activity levels among youth has been recorded, as well as differences between males and females; more than half recorded a low level of the physical activity. The aim of this study was to investigate the social and educational sustainability of physical education and to determine the level of physical activity by using the International Physical Activity Questionnaire (IPAQ) short form for Romanian undergraduate and graduate students. In our study, we included students and applied the IPAQ short form anonymously. They gave their consent to use these personal data only for scientific purposes. Overall, two thirds of the subjects (according to the IPAQ scoring protocol) and more than half (according to the World Health Organization recommendation for physical activity) consider themselves to be active. The present study showed that there is a prevalence of insufficient physical activity among Romanian University students (around 40%). The situation seems to be better than in other countries, but in self-evaluation, many people tend to overestimate their potential. To avoid this aspect and gain some objectivity, it is better to use a gadget in order to measure the level of their physical activity. Full article
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14 pages, 281 KiB  
Article
Conceptual Analysis of Influential Factors in the Motivation and Involvement of the University Student towards the Assessment in Physical Education
by Raúl A. Barba-Martín, David Hortigüela-Alcalá, Ángel Pérez-Pueyo and José Sánchez-Santamaría
Sustainability 2020, 12(21), 8842; https://doi.org/10.3390/su12218842 - 24 Oct 2020
Cited by 2 | Viewed by 2315
Abstract
The involvement of university students in their own assessment leads to motivation towards learning. The aim of this study is twofold. The first aim is to analyze the factors of evaluation in Physical Education that generate motivation and involvement. To do this, we [...] Read more.
The involvement of university students in their own assessment leads to motivation towards learning. The aim of this study is twofold. The first aim is to analyze the factors of evaluation in Physical Education that generate motivation and involvement. To do this, we have discussed five factors: (1) to generate awareness of what is being learned; (2) to delimit the deadlines in the development of tasks; (3) to associate it with the development of competencies; (4) to apply it in a variety of contexts and tasks; and (5) to allow reflection on the teaching and learning process. The second aim, based on the previous one, tries to delimit strategies to implement a quality evaluation in the university classrooms. Five strategies have been analyzed: (1) triadic assessment; (2) grade distribution; (3) collaborative creation of instruments; (4) elaboration of formative questions; and (5) use of apps. Finally, a series of reflections are proposed to put into practice the formative and shared assessment as opposed to the traditional evaluation. This manuscript is a substantial contribution to the existing literature, as it serves as a clear guide for university teachers to implement this type of assessment in the classroom, generating student motivation and transferability of their learning. Full article
15 pages, 567 KiB  
Article
Cinema as a Transmitter of Content: Perceptions of Future Spanish Teachers for Motivating Learning
by Alejandro Lorenzo-Lledó, Asunción Lledó and Gonzalo Lorenzo
Sustainability 2020, 12(14), 5505; https://doi.org/10.3390/su12145505 - 08 Jul 2020
Cited by 5 | Viewed by 2890
Abstract
In recent decades, the diverse changes produced have accelerated the relationships regulated by media. Cinema was able to bring together moving image and sound for the first time, and as a result of its audiovisual nature, it is a particularly suitable resource for [...] Read more.
In recent decades, the diverse changes produced have accelerated the relationships regulated by media. Cinema was able to bring together moving image and sound for the first time, and as a result of its audiovisual nature, it is a particularly suitable resource for motivation in education. In this light, the teacher’s perception for its application in its initial formal stage is highly relevant. The main objective of our research, therefore, has been to analyze the perceptions of cinema as a didactic resource for the transmission of content in preschool and primary education by students who are studying to become teachers themselves. The sample was composed of 4659 students from Spanish universities, both public and private. In addition to this, the PECID questionnaire was elaborated ad hoc and a comparative ex post facto design was adopted. The result showed that over 87% of students recognized the diverse educational potentialities of cinema, with motivation being an important factor. Furthermore, significant differences were found in perceptions according to different factors such as the type of teacher training degree, the Autonomous Community in which the student studied, as well as film consumption habits. On the basis of these results, future application of cinema needs to be applied using the different potentialities detected in our study. Full article
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13 pages, 428 KiB  
Article
Perceptions of Professional Competences in Physical Education Teacher Education (PETE)
by Sonia Asún, Miguel Tomás Chivite and Mᵃ Rosario Romero
Sustainability 2020, 12(9), 3812; https://doi.org/10.3390/su12093812 - 07 May 2020
Cited by 9 | Viewed by 3548
Abstract
Students’ skills acquisition is one of the main aims of higher education institutions. On the one hand, the development of professional competences is important, but on the other hand, it is known that professionals who feel competent have a more intrinsic motivation in [...] Read more.
Students’ skills acquisition is one of the main aims of higher education institutions. On the one hand, the development of professional competences is important, but on the other hand, it is known that professionals who feel competent have a more intrinsic motivation in their jobs. The goal of this study was to describe and detail the perceptions of students, graduates, and their university tutors about the level of acquisition by students of professional competences. The methodology was based on a descriptive and comparative study that included a total sample of 2075 participants of the Degree in Primary Teaching and the Degree in Physical Activity and Sport Science. All of them came from 21 different universities of Spain: 345 university tutors, 1243 students, and 487 graduates. The instrument used was a competences perception questionnaire. The statistical analysis included means, standard deviations, and an ANOVA analysis. The results show discrepancies in the perceptions of proficiency levels between students and graduates, on one hand, and university tutors, on the other. Likewise, there was general agreement that competences related to critic capacity and motor games were the most acquired and programs for individuals with special needs were the least acquired. Full article
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18 pages, 686 KiB  
Article
The Effects of Learning Contexts on the Development of Reflective Thinking in University Education: Design and Validation of a Questionnaire
by Marta Sabariego Puig, Angelina Sánchez-Martí, Antoni Ruiz-Bueno and José Sánchez-Santamaría
Sustainability 2020, 12(8), 3298; https://doi.org/10.3390/su12083298 - 17 Apr 2020
Cited by 7 | Viewed by 3809
Abstract
Reflective thinking is a key skill for constructing meaning in university. Its development requires appropriate learning contexts which can function as spaces for reflection, along with approaches, conditions and methods which can boost students’ training in thinking, framed within their process of knowledge [...] Read more.
Reflective thinking is a key skill for constructing meaning in university. Its development requires appropriate learning contexts which can function as spaces for reflection, along with approaches, conditions and methods which can boost students’ training in thinking, framed within their process of knowledge construction and their development of competencies and professional skills. This paper reports the development and testing of a questionnaire on the value of the learning contexts designed to foster reflective thinking. To ensure validity, the constructs measured were derived from the extensive literature on conditions for planning learning and teaching activities for reflective thinking based on narrative-based methods. The instrument was validated with a sample of students (n = 375) from five universities. The results obtained from the estimation of a 10–factor model offer appropriate goodness of fit and parsimony with acceptable and consistent indices of reliability. The results contribute to the evidence supporting the reliability and validity of the questionnaire and confirm the value of the model’s components for devising higher education teaching activities to promote a reflective thinking process. Full article
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25 pages, 895 KiB  
Article
The Relationship between English Language Learner Characteristics and Online Self-regulation: A Structural Equation Modeling Approach
by Wei Wang and Ju Zhan
Sustainability 2020, 12(7), 3009; https://doi.org/10.3390/su12073009 - 09 Apr 2020
Cited by 46 | Viewed by 8164
Abstract
Learner beliefs, anxiety, and motivation are three common learner characteristics. They have consistently been found to account for language learning performance. Meanwhile, self-regulation is critical in sustaining online learners’ continuous efforts and predicting their learning outcomes. Despite the massive and rapidly increasing number [...] Read more.
Learner beliefs, anxiety, and motivation are three common learner characteristics. They have consistently been found to account for language learning performance. Meanwhile, self-regulation is critical in sustaining online learners’ continuous efforts and predicting their learning outcomes. Despite the massive and rapidly increasing number of online English learners, few studies have clarified the assumed relationships between learner characteristics (learner beliefs, anxiety, motivation) and self-regulation in the online English learning context. This study aims to fill the gap by conducting structural equation modeling analysis to examine their relations. To fulfill the research purpose, we adopted the previous questionnaires with sufficient reliability as instruments to evaluate students’ online English learner beliefs, learning anxiety, learning motivation and online self-regulated English learning. The valid responses collected from 425 Chinese undergraduate university students enrolled in an online academic English writing course provided the data source. The results indicated that learner beliefs positively predicted, while learning anxiety negatively predicted, online self-regulated English learning. Online English learning motivation was a mediator in these associations. The findings suggested that stronger learner beliefs of self-efficacy and perceived value of English learning promoted learning motivation and self-regulation. In contrast, higher learning anxiety, such as test anxiety and fear of negative evaluation, harmed learners’ motivation and their online self-regulated English learning. Full article
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14 pages, 225 KiB  
Article
Exploring Factors Linked to the Mathematics Achievement of Ethnic Minority Students in China for Sustainable Development: A Multilevel Modeling Analysis
by Aoxue Su and Wei He
Sustainability 2020, 12(7), 2755; https://doi.org/10.3390/su12072755 - 01 Apr 2020
Cited by 8 | Viewed by 2129
Abstract
To improve the sustainable development of minority education and ensure equitable quality education, this study explored student- and school-related factors linked to the mathematics achievement of minority senior high school students in China. Based on the data obtained from 932 teachers and 1873 [...] Read more.
To improve the sustainable development of minority education and ensure equitable quality education, this study explored student- and school-related factors linked to the mathematics achievement of minority senior high school students in China. Based on the data obtained from 932 teachers and 1873 students, within 31 interior ethnic boarding schools in 14 provinces of China, multilevel analysis showed that gender, class organization, learning strategies, and learning self-efficacy were significant student-level predictors of mathematics achievement. Students were more likely to score highly if they were boys, were in mixed classes, had more self-efficacy in learning mathematics, and used more effective mathematics learning strategies. At the school level, teachers’ job satisfaction positively predicted students’ mathematics achievement. Additionally, there was a significant interaction between school location and expected class organization in relationship to students’ mathematics achievement. For schools located in the urban center, the effect of class organization on students’ mathematics achievement was greater than schools located in the suburbs. For the sustainable development of minority education, it is necessary to further promote mixed-class teaching, set such schools in the suburbs, and improve teachers’ job satisfaction through multiple measures. Full article
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