1 resultado para literacy and learning environments
em Fachlicher Dokumentenserver Paedagogik/Erziehungswissenschaften
Filtro por publicador
- JISC Information Environment Repository (2)
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- Archive of European Integration (7)
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- Bulgarian Digital Mathematics Library at IMI-BAS (2)
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- Cambridge University Engineering Department Publications Database (9)
- CentAUR: Central Archive University of Reading - UK (53)
- Chinese Academy of Sciences Institutional Repositories Grid Portal (1)
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- Repositório Institucional da Universidade de Aveiro - Portugal (1)
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- Universidade de Lisboa - Repositório Aberto (2)
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- Université de Lausanne, Switzerland (2)
- Université de Montréal, Canada (2)
- University of Connecticut - USA (2)
- University of Michigan (20)
- University of Queensland eSpace - Australia (49)
- University of Southampton, United Kingdom (10)
- University of Washington (2)
- WestminsterResearch - UK (6)
- Worcester Research and Publications - Worcester Research and Publications - UK (6)
Resumo:
There is evidence that students benefit from teachers’ explicit fostering of metacognitive strategy knowledge (MSK). However, there is insufficient understanding about the effect of implicit promotion of MSK in regular school instruction. This study investigates the relationship between perceived characteristics of learning environments (social climate, support, autonomy, self-reflection) and students’ MSK. A representative cohort of students (Nt1 = 1,272/Nt2 = 1,126) in Grades 10 and 11 at schools at the upper secondary education level (ISCED Level 3A) in Switzerland participated in this two-wave longitudinal study. Multilevel analysis showed effects on both the individual and the class level. Students who experienced higher social integration showed a higher extent of MSK at the beginning of the school year than students who experienced less social integration. Perceived autonomy was also positively related to students’ MSK on the individual level. In contrast, the results showed a negative relationship between perceived self-reflection and students’ MSK. On the class level, there was a negative relationship between self-reflection and students’ MSK. Teachers’ support did not correlate with students’ MSK on either the individual or the class level. Implications of these results for education and further studies are discussed. (DIPF/Orig.)