Hofer Sarah I, Reinhold Frank, Koch Marco
ETH Zurich, Weinbergstrasse 43, 8092 Zurich, Switzerland.
Institute for Mathematics Education, University of Education Freiburg, Freiburg, Germany.
Eur J Psychol Educ. 2023;38(1):333-366. doi: 10.1007/s10212-021-00590-w. Epub 2022 Jan 5.
This study aims at describing differences in internal and external resources of students to handle mathematics learning from home. Based on data from = 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 and and the external factors and -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.
The online version contains supplementary material available at 10.1007/s10212-021-00590-w.
本研究旨在描述学生在家中进行数学学习时内部和外部资源的差异。基于在新冠疫情大流行期间第一学年末通过在线调查收集的223名七年级中学生的数据，我们使用潜在剖面分析来识别由内部因素 和 以及外部因素 和 所定义的学生概况——所有这些因素都与在家学习特别相关。一些一般学习条件，包括内部因素（如持续注意力）和外部因素（如社会经济地位），被作为结果变量纳入。拟合度最佳的四剖面解决方案表明，有一个剖面的内部和外部资源相对不利。约35%的学生被归为该剖面。其他三个剖面显示出相对于样本而言，特定家庭学习和一般学习条件或多或少有希望的组合，这表明这些学生在面对在家学习数学时拥有不同的可用资源。
在线版本包含可在10.1007/s10212-021-00590-w获取的补充材料。
