Abstract
<p class="apa">We explored a theoretical model of relations between students’ perceptions of emotional support, numeracy, and assessment for learning and their perceptions of relevance of schoolwork, motivation, persistence, and mastery experiences. We also investigated possible differences between students in lower- and upper secondary school. Participants were 44 702 students in 8th to 13th grade in Norway. The data was analyzed by means of structural equation modeling. The results revealed moderate to strong correlations between the three aspects of the learning environment. In general, they related positively to the outcome variables. However, the relations were almost entirely mediated through relevance and motivation. The present study adds to our understanding of how to work with the learning environment.</p>
Highlights
In recent years, Norwegian educators at different levels have focused especially on three aspects of the learning environment in order to promote student motivation and learning; teacher support, promotion of basic skills, and assessment for learning
The strongest and negative correlations were with numeracy (-.151) and assessment for learning (-.113) indicating that males tend to score higher than females on these variables
The present study explored a theoretical model of relations between students’ perceptions of aspects of the learning environment and their perceived relevance of schoolwork, motivation, persistence, and mastery experience
Summary
Norwegian educators at different levels have focused especially on three aspects of the learning environment in order to promote student motivation and learning; teacher support, promotion of basic skills, and assessment for learning. Promotion of basic skills (see, Norwegian Directorate for Education and Training, 2012), such as literacy and numeracy, are stressed because they are regarded as necessities for lifelong learning and active participation in work and civic life. Studies indicate that successful implementation of assessment for learning increase student learning and achievement (Black & Wiliam, 2010; Wiliam, 2011) and motivation (McMillan et al, 2010; Yin et al, 2008)
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