Scaffolding or simplifying

Students’ perception of support in Swedish compulsory school

Datos Bibliográficos

ID21490512
AutoresAlli Klapp (0000-0001-8818-0947, University of Gothenburg, autor de correspondencia), Anders Jönsson (0000-0002-8359-3731, Kristianstad University)
Año2021
Volumen36
Número4
Páginas1055-1074
Fecha de publicación2021-12-01
Open AccessSí
TipoARTICLE
RevistaEuropean Journal of Psychology of Education (JOURNAL)
Identificadores de la revistaISSN: 0256-2928 • E-ISSN: 1878-5174
EditorialSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s10212-020-00513-1
OpenAlexW3093284982
IdiomaEN
Citas recibidas4
Referencias citadas16

National goals and performance standards were introduced in Sweden during the 1990s as part of a curriculum reform. The intention was to detect shortcomings among students and provide support to those students who did not reach the passing grade in one (or several) subject/s. Despite this reform, approximately one-fourth of the students do not attain a passing grade in all subjects. This study therefore investigates the support provided to low-achieving students in Swedish compulsory school. A questionnaire focusing on support in science studies was distributed to students in grade 9 ( N = 1731), and data was analyzed with confirmatory factor analysis and structural equation modeling. Findings show that low-achieving students perceive that they primarily receive “simplifying support,” which involves the lowering of expectations and limiting of students’ opportunities to learn. “Scaffolding support,” which involves changes to practices and holding the same standards for all students, seems to be mainly provided to boys, regardless of achievement level

Academic achievement · Compulsory education · Confirmatory factor analysis · Curriculum · Educational psychology · Limiting · Mathematics education · Pedagogy · Perception · Structural equation modeling · Computer Science · Early Childhood Education and Development · Educational and Psychological Assessments · Engineering · Parental Involvement in Education · Psychology

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