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Autor/inn/envan der Zee, Theo; Hermans, Chris; Aarnoutse, Cor
TitelInfluence of Students' Characteristics and Feelings on Cognitive Achievement in Religious Education
QuelleIn: Educational Research and Evaluation, 14 (2008) 2, S.119-138 (20 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1380-3611
SchlagwörterAcademic Achievement; Religion; Prior Learning; Educational Practices; Grade 5; Religious Education; Student Characteristics; Student Attitudes; Cognitive Processes; Intervention; Experience; Age Differences; Participation; Elementary School Students; Attitude Measures; Religious Factors; Gender Differences; Foreign Countries; Netherlands
AbstractWhereas educational research has provided evidence that students' characteristics affect their performance, at this stage little is known about which characteristics influence their learning processes and achievement in religious education. This article looks into characteristics that influence students' cognitive achievement in religious education on the basis of an educational intervention involving religious and other stories and everyday experiences of present-day students. They include characteristics stemming from experience of earlier learning practices at school, as well as given characteristics such as age, gender, and involvement in religious communities. The research group comprises 257 Grade 5 and 6 primary school students. Results of analyses of data by way of a structural model reveal that positive and negative feelings, prior knowledge, metacognitive beliefs about religious education, participation in religious practices, belief in God, and gender influence achievement. Four interesting paths can be traced along which characteristics influence achievement. Implications for educational practice are considered. (Contains 4 tables, 2 figures and 2 notes.) (Author).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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