ABSTRACT

Students’ learning environments often change during school career, due to school transitions and the introduction of educational innovations, causing discontinuity in teaching and learning. Success of students entering a new learning environment depends in part on their prior expectations of education, as these influence later perceptions. Heterogeneity between students, however, needs to be acknowledged. In seeking to determine expectation profiles and their potential linkage to divergent perceptions of education, we longitudinally surveyed secondary school students regarding their expectations before, and their perceptions one and two years after entering an innovative learning environment. We identified three expectation profiles that differed in terms of students’ motivation, learning conceptions, and affective strategies: optimistic, moderately optimistic, and pessimistic. For each profile, perceptions developed differently over time, with the moderately optimistic and pessimistic students being at risk in different ways. Results imply that expectations deserve a more prominent place when designing innovative learning environments.

摘要

由于学校过渡和教育创新的引入，学生的学习环境在学校生涯中经常发生变化，从而导致教与学的不连续性。学生进入新学习环境的成功部分取决于他们之前对教育的期望，因为这些会影响后来的看法。然而，学生之间的异质性需要得到承认。为了确定期望概况及其与不同教育看法的潜在联系，我们纵向调查了中学生之前的期望，以及他们进入创新学习环境一年和两年后的看法。我们确定了三种在学生的动机、学习观念和情感策略方面不同的期望概况：乐观、适度乐观，悲观。对于每个配置文件，随着时间的推移，看法会有所不同，适度乐观和悲观的学生以不同的方式面临风险。结果表明，在设计创新的学习环境时，期望应该得到更突出的地位。