1/4/2024 0 Comments Ampps journal impact factorThe variables used in this study are embedded into this model and highlighted in color. Figure 1 shows an adapted version of this model. The corresponding model is often referred to as the Supply-Use-Model (Brühwiler & Blatchford, 2011 Helmke & Weinert, 1997). On a superordinate level, the success of instruction at school can be expected to depend on two factors: supply (the available learning opportunities) and use (whether and to what extent a student makes use of the learning opportunities provided). ![]() The data gathered in this exceptional time can inform us about internal and external conditions of more or less successful learning at home, which is of high relevance, even beyond the current crisis. Factors associated with learning from home become visible in these times more than ever before-as seen through a magnifying glass. Although learning for school at home is an integral part of many educational systems, having the whole student body of countries all around the world learn half of the time or even only at home for a prolonged time is a situation unparalleled in modern history. Schools closed globally for several weeks. The data for this study was collected during the COVID-19 pandemic in the summer of 2020. The other three profiles show combinations of, relative to the sample, more and less promising specific home learning and general learning conditions suggesting that these students have different resources available in the face of learning mathematics from home. About 35% of the students are assigned to that profile. ![]() The best-fitting four-profile solution suggests one profile with comparably unfavorable internal and external resources. A number of general learning conditions, comprising internal (e.g., sustained attention) and external factors (e.g., socioeconomic status), are included as outcome variables. Based on data from N = 223 7th-grade secondary school students gathered via an online survey at the end of the first school year during the COVID-19 pandemic, we used latent profile analysis to identify student profiles defined by the internal factors perceived value and success of students’ math learning from home and the external factors family support and teacher support-all specifically related to home learning. This study aims at describing differences in internal and external resources of students to handle mathematics learning from home.
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