Doménech-Betoret Fernando, Gómez-Artiga Amparo, Abellán-Roselló Laura
Developmental and Educational Psychology, Jaume I University, Castellón de la Plana, Spain.
Developmental and Educational Psychology, University of Valencia, Valencia, Spain.
Front Psychol. 2019 Jul 18;10:1692. doi: 10.3389/fpsyg.2019.01692. eCollection 2019.
Students' academic achievement is a major concern among countries. Governments spent a lot of money on education to improve students' competences at all levels of education. Despite the enormous amount of money invested and the reforms made to curricula in many countries in recent years, these measures are not generally producing the desired results according to the data of International Performance Measurement programs for students (e.g., Program for International Student Assessment-PISA by OECD). Given the importance of this issue, this article presents an instructional-motivational model developed in the last decade to explain and improve students' learning outcomes, e.g., academic achievement and course satisfaction, entitled the "The Educational Situation Quality Model" (MOCSE, acronym in Spanish). Unlike other educational models, MOCSE offers an integrative teaching-learning approach to explain learning outcomes. By taking the educational setting as a unit of analysis, this proposal introduces a new perspective into the existing literature to predict students' achievement and course satisfaction by combining contributions from relevant psycho-educational theories, such as: "The Job Demands-Resources Model," "The Expectancy-Value Theory," and "The Achievement Goal Theory." Besides being a conceptual framework to guide research, it also provides a methodological way to improve teacher practice and learning outcomes. In this article we first briefly explain the main model's characteristics and functioning from the student perspective and, second, based on the MOCSE, we offer some keys for teachers to improve academic achievement and students' course satisfaction for a specific curricular subject. Finally, future proposals and challenges are discussed. Questionnaires are provided in the Annex.
学生的学业成绩是各国主要关注的问题。各国政府在教育上投入大量资金，以提高学生在各级教育中的能力。尽管近年来许多国家投入了大量资金并对课程进行了改革，但根据国际学生成绩评估项目（如经合组织的国际学生评估项目——PISA）的数据，这些措施总体上并未产生预期效果。鉴于这个问题的重要性，本文介绍了在过去十年中开发的一种教学激励模型，以解释和提高学生的学习成果，如学业成绩和课程满意度，该模型名为“教育情境质量模型”（西班牙语缩写为MOCSE）。与其他教育模型不同，MOCSE提供了一种综合的教学方法来解释学习成果。通过将教育环境作为分析单位，该提议为现有文献引入了一个新视角，通过结合相关心理教育理论的贡献来预测学生的成绩和课程满意度，这些理论包括：“工作需求-资源模型”、“期望-价值理论”和“成就目标理论”。它不仅是指导研究的概念框架，还提供了一种改进教师实践和学习成果的方法。在本文中，我们首先从学生的角度简要解释主要模型的特点和功能，其次，基于MOCSE，我们为教师提供一些关键方法，以提高特定课程学科的学业成绩和学生的课程满意度。最后，讨论了未来的建议和挑战。问卷在附件中提供。
