College aantekeningen
Lecture Notes School Adjustment
- Instelling
- Universiteit Van Amsterdam (UvA)
Extensive lecture notes of School Adjustment, with figures/tables etc.
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Voorbeeld 4 van de 63 pagina's
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Voorbeeld van de inhoud
Lecture 1 | Stage-environment fitTeaching does not automatically produce learning! You need:
• Cognitive skills
• Effort and persistence (willpower)
• Feelings, beliefs and emotions
• (Teaching and learning) behaviours
• Background characteristics
Empiricist perspectives on teaching and learning (Aristoteles)
Experience → learning
• Tabula rasa
• Experiences make us change our behaviour and make us grow as a person
Rationalist perspectives on teaching and learning (Plato)
Existing knowledge structures → learning
• Structuring information cause a permanent change in cognition
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,Basic concepts
What the outcome will be, depends on how we teach and how we perceive teaching
• behaviourism (stimulus with outcome. It doesn’t matter what happens in between so
what causes the outcome).
• Cognitivism (see learning as compute-like. We want to see inside the black box. What
does cause the outcome?).
• Constructivism (combine the two perspectives. The teacher is the coach, no longer
the central agent, it’s about learning by doing).
School adjustment is about students’ ability to be able to effectively adjust to his/her
environment
Not-learning and un-learning
• Not-learning: ‘An active, often ingenious, wilful rejection of even the most
compassionate and well-designed teaching’ (Kohl, 1991).
o Requires willpower
o E.g., refusing to pay attention, acting dumb, scrambling one’s thoughts,
overriding curiosity
• Un-learning: Discarding something learned (e.g., bad habits, false or unnuanced
information) from memory
o Often feels uncomfortable
When does (un/not)-learning happen?
Learning happens when there’s an optimal fit between the develop needs and
characteristics of the person (person → environment)
Changes in school adjustment associated with youths’ development
• Increasing interest in peer acceptance and peer-dominated and created activities
• Increasing salience of identity-related developmental needs
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, • Increasing desire for autonomy in one’s own behavioural regulation
• Increasing concern with the relevance of what one is doing for one’s current and
future goals
Potential developmental risks:
• Decline in general interest in school
• General stress or anxiety
• Sensation seeking/risky behaviours
• Susceptibility for mental health symptoms
Why?
Why do we change when we grow older? Why might we experience stage-environmental
misfit?
• “Group-level” maturational changes associated with puberty:
o Hormone changes
o Brain developmental changes
• Alternative viewpoint (Hunt, 1975; Eccles & Midgley, 1989):
o B = f(P, E)
o Focus on shared social transitions that create what look like “stage-related”
maturational changes
Stage-environment fit hypothesis
• It is not the transition itself that matters, but the nature and quality of that transition
• People are optimally motivated when there is a good fit between individuals’ needs
and the opportunities provided by their environment
• Bad fits lead to less than optimal adjustment
What are these needs?
• Universal (self-determination theory; Deci & Ryan, 2000)
o Competence
o Autonomy
o Relatedness (sense of belonging/attachment)
➢ If one is not fulfilled by the environment, you will not adjust
• Developmentally driven
o Mattering
o Responsibility
o Identity
o Engagement
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, Differences between elementary and middle schools
• Systematic differences (elementary schools tend to be much smaller, not only in size
but also in terms of teachers and buildings)
• Differences in student-teacher relationship quality
• Differences in teacher control and choices
• Differences in the emphasis on critical thinking (mastery goals, much more valued in
elementary school)
• Differences in the emphasis on relative ability and social comparison (performance
goals, much more valued in secondary school)
➢ Increased likelihood of slipping through the cracks!
Stage-environment Fit vs. Misfit
Three main consequences directly related to the idea of thriving:
Decline in mental well-being → decline in motivational engagement in the SPECIFIC social
context → decline in performance
Empirical evidence
A few caveats
• Eurocentric
• Small research group
• Cross-sectional designs
• Lack of process-oriented frameworks
• Outdated evidence?
Evidence from Australia
• Autonomy: “When I’m in school, I have a say in what happens and I can voice my
opinion”
• Competence: “When I’m in school, I feel like a competent person”
• Involvement: “When I’m in school, I feel a lot of closeness and intimacy”
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