The Educational Situation Quality Model: A New Tool to Explain and Improve Academic Achievement and Course Satisfaction

Frontiers in Psychology

article

Fernando Doménech-Betoret¹  Amparo Gómez-Artiga²  Laura Abellán-Roselló¹ 

[1] Developmental and Educational Psychology, Jaume I University;Developmental and Educational Psychology, University of Valencia

关键词: academic achievement;    course satisfaction;    educational model;    research in the classroom;    teacher training;    learning outcomes;   

DOI  :  10.3389/fpsyg.2019.01692

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

Students’ academic achievement is a major concern among countries. Governments spent a lot of money on education to improve students’ competences at all levels of education. Despite the enormous amount of money invested and the reforms made to curricula in many countries in recent years, these measures are not generally producing the desired results according to the data of International Performance Measurement programs for students (e.g., Program for International Student Assessment-PISA by OECD). Given the importance of this issue, this article presents an instructional-motivational model developed in the last decade to explain and improve students’ learning outcomes, e.g., academic achievement and course satisfaction, entitled the “The Educational Situation Quality Model” (MOCSE, acronym in Spanish). Unlike other educational models, MOCSE offers an integrative teaching-learning approach to explain learning outcomes. By taking the educational setting as a unit of analysis, this proposal introduces a new perspective into the existing literature to predict students’ achievement and course satisfaction by combining contributions from relevant psycho-educational theories, such as: “The Job Demands-Resources Model,” “The Expectancy-Value Theory,” and “The Achievement Goal Theory.” Besides being a conceptual framework to guide research, it also provides a methodological way to improve teacher practice and learning outcomes. In this article we first briefly explain the main model’s characteristics and functioning from the student perspective and, second, based on the MOCSE, we offer some keys for teachers to improve academic achievement and students’ course satisfaction for a specific curricular subject. Finally, future proposals and challenges are discussed. Questionnaires are provided in the Annex .

【 授权许可】

CC BY