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Students home alone—profiles of internal and external conditions associated with mathematics learning from home
This study aims at describing differences in internal and external resources of students to handle mathematics learning from home. Based on data from N = 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 la...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer Netherlands
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8727485/ http://dx.doi.org/10.1007/s10212-021-00590-w |
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author | Hofer, Sarah I. Reinhold, Frank Koch, Marco |
author_facet | Hofer, Sarah I. Reinhold, Frank Koch, Marco |
author_sort | Hofer, Sarah I. |
collection | PubMed |
description | This study aims at describing differences in internal and external resources of students to handle mathematics learning from home. Based on data from N = 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 perceived value and success of students’ math learning from home and the external factors family support and teacher support—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. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s10212-021-00590-w. |
format | Online Article Text |
id | pubmed-8727485 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Springer Netherlands |
record_format | MEDLINE/PubMed |
spelling | pubmed-87274852022-01-05 Students home alone—profiles of internal and external conditions associated with mathematics learning from home Hofer, Sarah I. Reinhold, Frank Koch, Marco Eur J Psychol Educ Article This study aims at describing differences in internal and external resources of students to handle mathematics learning from home. Based on data from N = 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 perceived value and success of students’ math learning from home and the external factors family support and teacher support—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. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s10212-021-00590-w. Springer Netherlands 2022-01-05 2023 /pmc/articles/PMC8727485/ http://dx.doi.org/10.1007/s10212-021-00590-w Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . |
spellingShingle | Article Hofer, Sarah I. Reinhold, Frank Koch, Marco Students home alone—profiles of internal and external conditions associated with mathematics learning from home |
title | Students home alone—profiles of internal and external conditions associated with mathematics learning from home |
title_full | Students home alone—profiles of internal and external conditions associated with mathematics learning from home |
title_fullStr | Students home alone—profiles of internal and external conditions associated with mathematics learning from home |
title_full_unstemmed | Students home alone—profiles of internal and external conditions associated with mathematics learning from home |
title_short | Students home alone—profiles of internal and external conditions associated with mathematics learning from home |
title_sort | students home alone—profiles of internal and external conditions associated with mathematics learning from home |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8727485/ http://dx.doi.org/10.1007/s10212-021-00590-w |
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