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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.
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]
Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Engagement, study habits, and students' perceived competence in student-active early childhood teacher education.
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  Data: <searchLink fieldCode="AR" term="%22Thiel%2C+Oliver%22">Thiel, Oliver</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hanssen%2C+Signe+Marie%22">Hanssen, Signe Marie</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Scandinavian+Journal+of+Educational+Research%22">Scandinavian Journal of Educational Research</searchLink>. Oct2026, Vol. 70 Issue 6, p1230-1248. 19p.
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  Data: <searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Study+skills%22">Study skills</searchLink><br /><searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br /><searchLink fieldCode="DE" term="%22Self-confidence%22">Self-confidence</searchLink><br /><searchLink fieldCode="DE" term="%22Flipped+classrooms%22">Flipped classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+equation+modeling%22">Structural equation modeling</searchLink><br /><searchLink fieldCode="DE" term="%22Early+childhood+teachers%22">Early childhood teachers</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Norway%22">Norway</searchLink>
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  Label: Abstract
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  Data: 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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  Data: <i>Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/00313831.2025.2554729
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      – Code: eng
        Text: English
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        PageCount: 19
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        Type: general
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      – SubjectFull: Active learning
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      – SubjectFull: Self-confidence
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      – SubjectFull: Longitudinal method
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      – SubjectFull: Structural equation modeling
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      – SubjectFull: Early childhood teachers
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      – SubjectFull: Norway
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            – D: 01
              M: 10
              Text: Oct2026
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              Y: 2026
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