Relationships between inter- and intra-individual emotions and learning outcomes of vocational students

Emotions are significant predictors of learning and academic achievement. However, much of the existing research has predominately focused on understanding inter-individual differences in students' emotions, overlooking the dynamic intra-individual processes that unfold over time. The present study aims to examine differences in inter- and intra-individual relationships of two learning emotions (enjoyment, boredom) and three facets of learning outcomes: concentration as a cognitive aspect of the learning process, learning time as a behavioral aspect, and learning satisfaction as an evaluative aspect. We collected weekly data of 119 vocational students over 14 weeks and used multilevel linear mixed effect models. Results revealed that inter-individual enjoyment positively predicted the three learning outcomes, while intra-individual enjoyment positively predicted concentration and learning time. Inter-individual boredom negatively predicted learning satisfaction, while intra-individual boredom was not a significant predictor. These results highlight the importance of enjoyment for the learning process and point to the more unclear role of boredom. Also, the findings emphasize the importance of differentiating between inter- and intra-individual relations. Educational relevance statement: The present study highlights the crucial role of emotions, specifically enjoyment and boredom, in learning. By investigating 119 vocational students over 14 weeks, we discovered that enjoyment significantly predicts learning outcomes such as concentration and time spent learning, both across different individuals and within the same individual over time. On the other hand, while boredom negatively impacts satisfaction with learning, no significant effects were found within the same individual over time. These findings underscore the importance of fostering positive emotions like enjoyment in educational settings and the need to consider both differences between students and changes within students over time to enhance learning experiences and outcomes

School-related subjective well-being promotes subsequent adaptability, achievement, and positive behavioural conduct.

BACKGROUND: Previous studies have shown that subjective well-being and adaptability are linked to adaptive educational outcomes, including higher achievement and lower anxiety. It is not presently clear, however, how school-related subjective well-being and adaptability are related, or predict behavioural outcomes such as student conduct. AIM: The aim of the present study was to test a bidirectional model of school-related subjective well-being and adaptability, and how they relate to achievement and behavioural conduct. METHOD: Data were collected from 539 Year 12 students over four waves. Achievement and behavioural conduct were measured in the first wave of data collection (T1 ), school-related subjective well-being and adaptability at the second and third waves (T2 and T3 ), and achievement and behavioural conduct again in the fourth wave of data collection (T4 ). RESULTS: A structural equation model showed that T2 school-related subjective well-being predicted higher T3 adaptability, but not vice versa. T3 school-related subjective well-being predicted greater T4 achievement and positive behavioural conduct, and T3 adaptability predicted greater T4 positive behavioural conduct. CONCLUSION: School-related subjective well-being promotes adaptability, achievement, and positive behavioural conduct, and adaptability is also related to positive behavioural conduct. Attempts to foster well-being and adaptability could show educational gains for students

Editorial zum Themenheft: Familiäre Bedingungen von schulischen Leistungen und leistungsrelevanten Überzeugungen

Spätestens seit dem Colemanreport in den 1960er Jahren wissen wir, dass die Familien einen wesentlichen Beitrag zur Entwicklung von Schülerkompetenzen leisten. Im Zuge der vertiefenden Auswertungen von PISA-Daten wurde dieser Befund für viele Länder wiederholt bestätigt. Auch in Deutschland, Schweiz und Österreich wurden enge Zusammenhänge zwischen der sozialen Herkunft und den Schülerleistungen gefunden. Leistungen von Kindern in der Schule hängen demnach nicht nur von der Qualität von Schule und Unterricht ab, sondern - in noch stärkeren Ausmaß - von Art und Qualität der Interaktionen und Förderung in der Familie. Wie lässt sich dies erklären

Schüleremotionen in schulischen und häuslichen Lernkontexten.

Knollmann M, Wild E. Schüleremotionen in schulischen und häuslichen Lernkontexten. In: Hascher T, ed. Wohlbefinden in der Schule. Bern: Haupt Verlag; 2004: 67-87

Nuklearmedizinische und neuroradiologische Untersuchungsergebnisse bei postoperativen Hirntumorrezidiven

ZusammenfassungNeuroradiologische und nuklearmedizinische Untersuchungen ergänzen sich bei der Suche nach einem Hirntumorrezidiv post-op. Auf die Probleme, die sich aus der postoperativen Radioaktivitätsmehreinlagerung in Galea und Kalotte ergeben, sowie auf die Möglichkeit des strahlenbedingten falsch-positiven Hirnszintigramms wird eingegangen. Zur Erfassung des Rezdivs wird folgendes Vorgehen empfohlen:Postoperative-neurolgisch-psychiatrische Untersuchung.Leeraufnahmen des Schädels (Pinealisverlagerung, Clipverlagerung), EEG und Echoenzephalographie.Hirnsequenzszintigramm nach i.v. Applikation eines Tracers (99mTc-Pertechnetat etc.).Spätszintigramm etwa 1-4 Std. nach dieser Injektion.(Die Hirnszintigraphie sollte in jedem Falle nach dem dritten Monat post-op zu Vergleichszwecken vorgenommen werden, auch wenn ein Rezidivverdacht nicht besteht.)Erst wenn die bisher genannten Untersuchungen einen Anhalt für ein Rezidiv ergeben und die Diagnose weiter zu erhärten ist, sollten die eingreifenderen, neuroradiologischen Untersuchungen wie Angiographie und Gasenzephalographie zur Anwendung kommen.</jats:p