logo logo European Journal of Educational Research

EU-JER is is a, peer reviewed, online academic research journal.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

Eurasian Society of Educational Research
Eurasian Society of Educational Research
Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS
Eurasian Society of Educational Research
Headquarters
Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS

' matter and change' Search Results

Predictors of Dropout Intention in French Secondary School Students: The Role of Test Anxiety, School Burnout, and Academic Achievement

academic achievement intention to leave school school burnout school demands test anxiety

Chloé Sperduto , Fabien Fenouillet , Christophe Boujon , Marie Oger , Charles Martin-Krumm , Evgeny Osin


...

School dropout intention and reduced academic achievement are two crucial indicators of school dropout risk. Past studies have shown that school performance plays a mediating role in the models explaining dropout intentions. School burnout and test anxiety have been identified as predictors of both academic performance and school dropout. However, their combined effects on the intention to leave school have not yet been investigated. We aimed to address this gap by exploring the predictors of school dropout intention in a sample of 205 French secondary school students. Structural equation modelling analyses have revealed the specific facets of school burnout (devaluation) and test anxiety (cognitive interference) that explained the school dropout intentions and academic performance. Grade Point Average (GPA) was a mediator of the effects of these variables on the intention to drop out of school. The findings highlight the need to acknowledge assessments as a school stress factor that could contribute to health problems and intentions to drop out of school.

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.13.4.1901
Pages: 1901-1915
cloud_download 301
visibility 1483
2
Article Metrics
Views
301
Download
1483
Citations
Crossref
2

Scopus
0

...

This complex personality trait serves as the main topic of our paper due to the increasing prevalence of perfectionism as well as the rising demands from educational organizations. Our paper can fill a research gap by examining its definitions, models, components, and influencing elements (personality, gender, and immediate environment) in addition to the role of perfectionism in secondary and tertiary education. We assume that perfectionism in higher education is based on its development at secondary school, and it is becoming more intense in time. In 2023 the authors conducted a survey among Hungarian university students to determine the degree to which the participants pursue perfectionism in their professional and personal lives. The questionnaire finally resulted in 550 responses. The findings of our research suggest that women tend to be more perfectionist, but the picture is differently deemed by individuals than by their immediate surroundings. Another noteworthy result revealed that personal perfectionism also depends on the people with whom those who consider themselves perfectionists live. Our SEM model also showed that perfectionism is stronger throughout university studies and that it might be descended from secondary school perfectionism. Personality traits do affect perfectionism at school, which intensifies in higher education after graduating from secondary school.

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.14.1.1
Pages: 1-21
cloud_download 621
visibility 1921
2
Article Metrics
Views
621
Download
1921
Citations
Crossref
2

Scopus
0

...

This study examines the factors influencing English language achievement among non-English major undergraduate students in Thailand, with a specific focus on the differences between high-achieving and low-achieving learners. Conducted at Rajamangala University of Technology Lanna, this research adopts a mixed-methods approach, combining quantitative data from questionnaires and qualitative insights from semi-structured interviews. Three primary influencing factors were identified: student-related factors (e.g., motivation and self-regulated learning), teacher-related factors (e.g., pedagogical practices and teacher-student interactions), and environmental factors (e.g., availability of learning resources). Student motivation and self-regulation emerged as the strongest predictors of success, while teacher-related factors unexpectedly showed a negative influence, suggesting a misalignment between teaching strategies and student needs. Environmental factors, though positively perceived, had a less direct impact on outcomes. Practical implications include enhancing intrinsic motivation, adopting tailored teaching strategies to meet diverse learner needs, and strengthening teacher-student relationships to support low-achieving students. Policymakers are encouraged to address resource disparities and develop targeted interventions to enhance English language proficiency among students.

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.13.4.267
Pages: 267-282
cloud_download 137
visibility 768
0
Article Metrics
Views
137
Download
768
Citations
Crossref
0

Scopus
0

Matter and Proportionality in the Learning Garden with Pre-Service Teachers

initial training mathematics education natural sciences open-air school primary education

María Santágueda-Villanueva , Lidón Monferrer , Gil Lorenzo-Valentín , Mireia Adelantado-Renau


...

: In this study, we present a didactic experience carried out in a public university with 60 students enrolled in the 2nd year of the Primary Education Teaching Degree. This experience consisted of implementing a teaching and learning sequence in which proportionality problems (mathematics content) and pure substances and mixtures (experimental science content) were addressed together in an ecodidactic garden context. This work presents the results obtained through the analysis of the students' responses. Our findings suggest that pre-service teachers have difficulties similar to those of primary and secondary students in the use of measuring instruments and conversion units, as well as in the calculation of proportions in mathematics and conceptual errors at a microscopic and macroscopic level in experimental sciences. This study highlights the need to design and implement strategies to support students in their formative process in relation to the contents of proportion and matter. As an added value in our work, we emphasize the interdisciplinary connection between mathematics and experimental sciences, offering a more real-life perspective of science.

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.14.2.521
Pages: 521-536
cloud_download 112
visibility 410
0
Article Metrics
Views
112
Download
410
Citations
Crossref
0

Scopus
0

...