Engagement, study habits, and students' perceived competence in student-active early childhood teacher education.
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| Title: | Engagement, study habits, and students' perceived competence in student-active early childhood teacher education. |
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| Authors: | Thiel, Oliver (AUTHOR), Hanssen, Signe Marie (AUTHOR) |
| Source: | Scandinavian Journal of Educational Research. Oct2026, Vol. 70 Issue 6, p1230-1248. 19p. |
| Subjects: | Student engagement, Study skills, Active learning, Self-confidence, Flipped classrooms, Longitudinal method, Structural equation modeling, Early childhood teachers |
| Geographic Terms: | Norway |
| Abstract: | Research on student-active learning emphasises that engagement is crucial for developing competence. Yet, how engagement and study habits, especially lesson preparation and self-study, affect students' perceived competence over time remains unclear. This study investigates these relationships in a flipped classroom mathematics course for early childhood teacher education in Norway. Using a quantitative longitudinal design, we collected survey data from 350 students at the beginning and end of the academic year and analysed relationships through structural equation modelling. The results show that perceived competence has a positive effect on emotional engagement, and indirect effects on behavioural engagement and students' willingness to prepare for lessons. However, higher perceived competence is correlated with reduced self-study time, corroborating the theory that overconfidence diminishes effort. Agentic engagement may sustain perceived competence. These findings underscore the importance of fostering emotional and agentic engagement to support students' study habits to enhance their competence in student-active learning environments. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Research on student-active learning emphasises that engagement is crucial for developing competence. Yet, how engagement and study habits, especially lesson preparation and self-study, affect students' perceived competence over time remains unclear. This study investigates these relationships in a flipped classroom mathematics course for early childhood teacher education in Norway. Using a quantitative longitudinal design, we collected survey data from 350 students at the beginning and end of the academic year and analysed relationships through structural equation modelling. The results show that perceived competence has a positive effect on emotional engagement, and indirect effects on behavioural engagement and students' willingness to prepare for lessons. However, higher perceived competence is correlated with reduced self-study time, corroborating the theory that overconfidence diminishes effort. Agentic engagement may sustain perceived competence. These findings underscore the importance of fostering emotional and agentic engagement to support students' study habits to enhance their competence in student-active learning environments. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00313831 |
| DOI: | 10.1080/00313831.2025.2554729 |
