Students Home Alone--Profiles of Internal and External Conditions Associated with Mathematics Learning from Home

Autor/inn/en	Hofer, Sarah I.; Reinhold, Frank; Koch, Marco
Titel	Students Home Alone--Profiles of Internal and External Conditions Associated with Mathematics Learning from Home
Quelle	In: European Journal of Psychology of Education, 38 (2023) 1, S.333-366 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hofer, Sarah I.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-021-00590-w
Schlagwörter	Grade 7; Middle School Students; COVID-19; Pandemics; Mathematics Instruction; Emergency Programs; Home Study; Student Attitudes; Family Involvement; Teacher Role; Educational Environment; Attention Control; Socioeconomic Status; Learning Processes + Suchen Sie Ihr Suchwort? School year 07; 7. Schuljahr; Schuljahr 07; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathematics lessons; Mathematikunterricht; Hilfsprogramm; Schülerverhalten; Lehrerrolle; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Aufmerksamkeitstest; Socio-economic status; Sozioökonomischer Status; Learning process; Lernprozess
Abstract	This study aims at describing differences in internal and external resources of students to handle mathematics learning from home. Based on data from N = 223 7th-grade secondary school students gathered via an online survey at the end of the first school year during the COVID-19 pandemic, we used latent profile analysis to identify student profiles defined by the internal factors "perceived value" and "success of students' math learning from home" and the external factors "family support" and "teacher support"--all specifically related to home learning. A number of general learning conditions, comprising internal (e.g., sustained attention) and external factors (e.g., socioeconomic status), are included as outcome variables. The best-fitting four-profile solution suggests one profile with comparably unfavorable internal and external resources. About 35% of the students are assigned to that profile. The other three profiles show combinations of, relative to the sample, more and less promising specific home learning and general learning conditions suggesting that these students have different resources available in the face of learning mathematics from home. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01