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Student Expectations When Entering an Innovative Learning Environment: Identifying Longitudinal Patterns across Student Subgroups

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Title: Student Expectations When Entering an Innovative Learning Environment: Identifying Longitudinal Patterns across Student Subgroups
Language: English
Authors: Karen D. Könings (ORCID 0000-0003-0063-8218), Tina Seidel (ORCID 0000-0002-2578-1208)
Source: Educational Studies. 2025 51(1):22-42.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, Secondary School Curriculum, Secondary School Students, Expectation, Educational Environment, Student Attitudes, Student Motivation, Student Educational Objectives, Educational Change, Instructional Innovation, Technology Integration, Teaching Methods, Transformative Learning, Learning Processes, Affective Objectives, Positive Attitudes, Negative Attitudes, Attitude Change, Behavior Patterns
Geographic Terms: Netherlands
DOI: 10.1080/03055698.2022.2117544
ISSN: 0305-5698
1465-3400
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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1456283
Database: ERIC
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  Data: Student Expectations When Entering an Innovative Learning Environment: Identifying Longitudinal Patterns across Student Subgroups
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  Data: <searchLink fieldCode="AR" term="%22Karen+D%2E+Könings%22">Karen D. Könings</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0063-8218">0000-0003-0063-8218</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tina+Seidel%22">Tina Seidel</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2578-1208">0000-0002-2578-1208</externalLink>)
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/03055698.2022.2117544
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  Data: 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.
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  Data: 2025
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      – SubjectFull: Secondary School Students
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