Innovative Learning and Developments in Motivation and Achievement in Upper Primary School

Autor/inn/en	Hornstra, Lisette; van der Veen, Ineke; Peetsma, Thea; Volman, Monique
Titel	Innovative Learning and Developments in Motivation and Achievement in Upper Primary School
Quelle	In: Educational Psychology, 35 (2015) 5, S.598-633 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2014.922164
Schlagwörter	Foreign Countries; Elementary School Students; Grade 5; Student Motivation; Academic Achievement; Student Development; Instructional Innovation; Elementary School Teachers; Questionnaires; Regression (Statistics); Gender Differences; Socioeconomic Background; Ethnicity; Longitudinal Studies; Multivariate Analysis; Grade 6; Netherlands + Suchen Sie Ihr Suchwort? Ausland; School year 05; 5. Schuljahr; Schuljahr 05; Schulische Motivation; Schulleistung; Educational Innovation; Bildungsinnovation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fragebogen; Regression; Regressionsanalyse; Geschlechterkonflikt; Sozioökonomische Lage; Ethnizität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Multivariate Analyse; School year 06; 6. Schuljahr; Schuljahr 06; Niederlande
Abstract	Although previous research has shown the potential of innovative learning for enhancing motivation and learning outcomes, further understanding is needed on which aspects of IL are most effective and whether these are equally motivating for different types of students. The present study investigated how developments in students' motivation and achievement related to different aspects of innovative learning (i.e. authentic learning, collaborative learning and focusing on self-regulation), and whether these relations varied by students' background characteristics. A sample of 722 grade five students from the Netherlands (average age 11?years old) and their teachers completed questionnaires during four measurements from grade five to grade six. Autoregression analyses were performed. Results showed both positive and negative relations between IL and developments in students' motivation and achievement, indicating that IL is not a unidimensional construct. Furthermore, the effectiveness of different aspects of IL depended on students' gender, and social and ethnic background characteristics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01