It was hypothesized that the influence of students’ gender on their motivation to learn science is often overestimated in the research literature and that cognitive style is more important for motivation than students’ gender. By using structural equation modeling, and based on previous research, a precise causal model was formulated to test this hypothesis. Then, using multiple group confirmatory analysis, the model was tested in a cross-cultural context that included four countries—Malaysia, Slovenia, Switzerland, and Turkey—and 1,188 upper secondary students. Data were collected using standard questionnaires on cognitive style and motivation to learn science. The results showed full mediation of systemizing—the second dimension of the E-S theory—between gender and motivation. That is, gender had no direct impact on motivation, but systemizing explained 27% of the variation in students’ motivation scores. The indirect impact of gender was significant but very low; it explained 1.5% of the variance, in favor of boys. Empathizing—the first dimension of the E-S theory—had no impact on students’ motivation scores. This causal model proved to be similar (invariant) in all four cultures. The results suggest that considering students’ cognitive style, instead of or in addition to their gender, could lead to a better understanding of students’ motivation to learn science.
COBISS.SI-ID: 9866825
Teaching foreign languages is a complex psycho-pedagogical phenomenon which presupposes understanding of different factors which influence academic achievement in school context. The key factor is the student’s motivation as it determines the learning process and indirectly influences the quality of foreign language proficiency. The article discusses an empirical research study based on a questionnaire. It involved 591 primary school students who started foreign language instruction in the first triad of the Slovene primary school system (age 6 to 8). The results of the study show that the students generally like learning foreign languages and develop a sense of positive academic self-concept during the lessons. Most students prefer foreign language lessons when learning activities involve playing (informal learning situations), while they like foreign language lessons least when they read or write (“classic” learning situation). This shows that the goals of learning foreign languages as perceived by the students may be either intrinsic or extrinsic. It is, therefore, very important that foreign language teachers of young learners recognise their students’ most prominent motivational features by observing their students’ classroom behaviour. Teachers should then be able to consider these features in lesson planning and actual teaching activities while at the same time they should become aware of the students’ developmental features and their language competences. In this way students will be able to satisfy their own developmental needs and simultaneously become proficient in a foreign language.
COBISS.SI-ID: 9539913
Social responsibility (SR) requires critical self-evaluating personalities. Here is a case of self-measurement. Some basic content-, methodology- and implementation-related characteristics of evaluation in education are presented. Particularly emphasized are attributes of good evaluation and good evaluators. The study empirically surveys the cognitive and emotional-motivational preparedness of e.g. authors of natural sciences learning materials for evaluation of their authored materials. Data analysis shows that authors hesitate. They worry about their objectivity, lack of time, and insufficient methodological training. Authors more generally confirmed their cooperation in the planning of evaluation in terms of content and methodology and evaluation report generation. Method may be usable in other cases, too, and may help its users improve their SR in self-measurement.
COBISS.SI-ID: 20207368
The paper focuses on the significance of anxiety in foreign language learning. It provides insight into research already conducted in the field of foreign language anxiety. Several authors argue that anxiety has a great impact on language learning. This study, therefore, seeks to explore the relationship between anxiety and foreign language achievement. The research aims to identify the level of foreign language anxiety among students of the Faculty of Education in Koper and to determine the connection between foreign language anxiety and performance. The study was based on a survey carried out among 141 students of the Faculty of Education in Koper. The results suggest that the students exhibit high levels of anxiety and that there is a significant correlation between foreign language anxiety and performance.
COBISS.SI-ID: 1536249796
This design-based research study was conducted to identify how students, including those with low fine motor skills and those with learning difficulties, develop geometry concepts when learning by tangible user interface (TUI) combining cognitive and physical representations. A relationship between diverse students’ needs and geometry concept learning in relation to computer-supported learning by TUI was discovered.Two dimensions were identified: (1) TUIs support concept development, with physical and virtual representations based on dynamic geometry assisted by TUI; (2) TUI manipulative properties support students who have low motor skills and difficulties in their geometry learning as well as in their inclusion in classroom activities.
COBISS.SI-ID: 9276500