4.3 Diversity In Education And Training (FSWPEM030)
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Summary 4.3C Diversity in Education and Training - Overview of Key Concepts
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Course
4.3 Diversity In Education And Training (FSWPEM030)
Institution
Erasmus Universiteit Rotterdam (EUR)
This is a brief and concise overview of the most important topics and concepts within the course of 4.3C 'Diversity in Education and Training. The most important topics are displayed for each project so that during the open book exams there would be an easy overview. Good Luck! :)
4.3 Diversity In Education And Training (FSWPEM030)
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4.3C Diversity in Education & Training
Overzicht Open boek tentamen
PROJECT 2. Motivation and learning
Self determination theory
Possible Selves Theory
Interventions
1) Motivation and learning
► Vansteenkiste et al. (2009) – Motivational profiles from a self-determination perspective:
The quality of motivation matters
Self-Determination Theory (SDT)
Autonomous/volitional motivation
- Intrinsic motivation
- Well-internalized extrinsic motivation (identified)
Controlled motivation
- External regulation
- Introjected regulation
Motivational profiles and learning outcomes
► Hornstra et al. (2015) – Motivational teacher strategies: the role of beliefs and contextual
factors
Self-Determination Theory (SDT)
Autonomy-support versus control
Motivational strategies (autonomy-supportive teaching strategies)
Teachers’ personal beliefs and their motivational strategies
Teachers’ perceptions of contextual pressures and their motivational strategies
Conceptual model showing underlying reasons for autonomy-supportive and controlling
motivational strategies
Autonomy supportive teachers
2) Motivation and learning in ethnic/cultural diverse students
► Andriessen et al. (2006) – Future goal setting, task motivation and learning of minority and
non-minority students in Dutch schools
Future Time Perspective Theory (FTPT)
Self-Determination Theory (SDT)
Cross-cultural motivational processes
Cross-cultural model
Immigrant optimism hypothesis
Contextual factors influence student achievement
► Oyserman (2008) – Possible selves: Identity-based motivation and school success
Possible selves theory: mismatch social identity and academic possible selves
(stereotype threat)
Self-concepts
Process model self-regulation
, The possible self-framework
Promotion and prevention focus
3) Intervening to promote motivation of students from minority and majority groups
► Su & Reeve (2011) – A meta-analysis of the effectiveness of intervention programs
designed to support autonomy
Self-determination theory (SDT)
Elements of autonomy support
Interventions
► Schechter et al. (2011) – The role of utility value in achievement behaviour: The
importance of culture
Utility value
- Proximal utility value
- Distal utility value
Ripple effect
PROJECT 3. Social psychological phenomena
Stereotypes
Intergroup contact
Interventions
1) Stereotype threat and its consequences for learning
► Appel & Kronberger (2012) – Stereotypes and the achievement gap: Stereotype Threat
prior to test taking
Stereotype
- Stereotype threat achievement gap
- Process model of stereotype threat
- Mechanisms of stereotype threat
- 3 stages of stereotype threat
Evidence Review: negative influence of stereotype threat not only during test taking,
but impairs stereotyped students to build abilities from the beginning
2) Stereotype threat in culturally diverse groups and its consequences for learning
► Weber et al. (2015) – Stereotype threat and the cognitive performance of adolescent
immigrants: The role of cultural identity strength
Stereotype threat
- Cognitive imbalance
- Activation of stereotype
- Role of acculturation
- Cultural identity strength
► Kiang et al. (2016) – Model minority stereotyping, perceived discrimination, and
adjustment among adolescents from Asian American backgrounds
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