Supervision meetings give teachers and students opportunities to interact with each other and to co-regulate students’ learning processes. Co-regulation refers to the transitional process of a student who is becoming a self-regulated learner by interacting with a more capable other such as a teacher. During a task, teachers are expected to pull back their support and give opportunities to students to take responsibility. This study aims to explore the shifting patterns of co-regulation, feedback perception, and motivation during a 5-month research project. Participants were 20 students conducting research in pairs and six teachers who supervised these students. Two videotaped supervision meetings at the beginning and end of the research process and questionnaires on feedback perception and motivation were analysed. Results on co-regulation showed a constant and comparable level of regulation at the start and at the end of students’ research projects. Feedback perception did not change, but motivation decreased significantly.
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At the beginning of May 2020 Inholland students received an invitation to participate in a large international study on the corona crisis impact on student life and studies. Almost 3000 students participated. This factsheet shows data on their lifestyleand their resilience. But also on their worries about corona, their knowledge of it and their opinion on the information supply.
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The purpose of this study was to provide insight into the interplay between student perceptions of competence-based assessment and student self-efficacy, and how this influences student learning outcomes. Results reveal that student perceptions of the form authenticity aspect and the quality feedback aspect of assessment do predict student self-efficacy, confirming the role of mastery experiences and social persuasions in enhancing student self-efficacy as stated by social cognitive theory. Findings do not confirm mastery experiences as being a stronger source of self-efficacy information than social persuasions. Study results confirm the predictive role of students’ self-efficacy on their competence outcomes. Mediation analysis results indicate that student’s perceptions of assessment have an indirect effect on student’s competence evaluation outcomes through student’s self-efficacy. Study findings highlight which assessment characteristics, positively influencing students’ learning, contribute to the effectiveness of competence-based education. Limitations of the study and directions for future research are indicated.
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A decline in both student well-being and engagement were reported during the COVID-pandemic. Stressors and internal energy sources can co-exist or be both absent, which might cohere with different student needs. This study aimed to develop student profiles on emotional exhaustion and engagement, as well as examine how profiles relate to student participation, academic performance, and overall well-being. Survey-data from 1,460 Dutch higher education students were analyzed and resulted in a quadrant model containing four student profiles on engagement and emotional exhaustion scores. Semi-structured interviews with 13 students and 10 teaching staff members were conducted to validate and further describe the student profiles. The majority of the survey participants were disengaged-exhausted (48%) followed by engaged-exhausted students (29%). Overall, the engagedenergized students performed best academically and had the highest levels of well-being and participation, although engaged-exhausted students were more active in extracurricular activities. The engaged exhausted students also experienced the most pressure to succeed. The qualitative validation of the student profiles demonstrates that students and teachers recognize and associate the profiles with themselves or other students. Changes in the profiles are attributed to internal and external factors, suggesting that they are not fixed but can be influenced by various factors. The practical relevance of the quadrant model is acknowledged by students and teachers and they shared experiences and tips, with potential applications in recognizing students’ well-being and providing appropriate support. This study enriches our grasp of student engagement and well-being in higher education, providing valuable insights for educational practices.
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The corona pandemic has forced higher education (HE) institutes to transition to online learning, with subsequent implications for student wellbeing. Aims: This study explored influences on student wellbeing throughout the first wave of the corona crisis in the Netherlands by testing serial mediation models of the relationships between perceived academic stress, depression, resilience, and HE support.
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This study aimed to design and validate the Teacher Identity Measurement Scale (TIMS) for assessing primary student teachers’ professional identity. Based on identity theory and a systematic review into quantitative instruments of teacher identity, teacher identity was decomposed in four first-order constructs: motivation, self image, self-efficacy, and task perception. This resulted in a measurement scale consisting of 46 items. The factorial design was examined by administering the TIMS to first- and second-year primary student teachers. In phase 1, involving 17 students, qualitative scale development methods were used to assess the construct validity. In phase 2, its second-order factor structure was tested and confirmed among a sample of 211 students. In phase 3, this structure was cross-validated among a new sample of 419 students. The instrument may contribute to understanding primary student teacher’s professional development and can be used as a tool to support the process of developing a professional teacher identity.
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Why studying student agency? • Prepare students for lifelong learning. (Biesta & Tedder, 2007;OECD, 2018) • Agency fosters motivation, which could enhance performance. (Bandura, 2018; Ryan & Deci, 2020) • More flexibility in higher education, but not all students can handle this. (De Bruin & Verkoeijen, 2022; Van Casteren e.a., 2021)
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Earlier research argues that educational programmes based on social cognitive theory are successful in improving students’ self-efficacy. Focusing on some formative assessment characteristics, this qualitative research intends to study in-depth how student teachers’ assessment experiences contribute to their self-efficacy. We interviewed 15 second year student teachers enrolled in a competence based teacher educational programme. Thematic content analysis results reveal that the assessment characteristics ‘authenticity’ and ‘feedback’ exert a positive influence on student teachers self-efficacy during all phases of the portfolio competence assessment. The results provide a fine-grained view of several types of self-efficacy information connected with these assessment phases.
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Most professionalisation programmes to support teacher educators as research supervisors focus on the development of research skills. The methodology of practice-oriented research, in addition to a clear vision on the function, and purpose of student research often receives little attention. At the Amsterdam University of Applied Science, we developed such a vision and methodology and studied the development of 17 teacher educators as research supervisors during a programme that introduced this methodology. We questioned participants about affect, and understanding regarding their role as a student research supervisor, and their perception of their competences to perform that role. Results showed that teacher educators became more aware of their role, and became more critical about their own competencies. Growing awareness of the implications of their role as student research supervisors seemed to result in a lower self-efficacy regarding the performance of this role. Implications for the training of teacher educators are discussed.
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This article describes the results of a study into the psychometric properties of a questionnaire about student nurses' perceptions of mental health care. The questionnaire was constructed in 2008, but has not yet been tested in terms of construct validity and reliability. A validated questionnaire is essential as a standardized method of analyzing student nurses' perceptions of mental health care.
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