Scaffolding or simplifying

Students’ perception of support in Swedish compulsory school

Dados Bibliográficos

ID21490512
AutoresAlli Klapp (0000-0001-8818-0947, University of Gothenburg, autor correspondente), Anders Jönsson (0000-0002-8359-3731, Kristianstad University)
Ano2021
Volume36
Fascículo4
Páginas1055-1074
Data de publicação2021-12-01
Open AccessSim
TipoARTICLE
PeriódicoEuropean Journal of Psychology of Education (JOURNAL)
Identificadores do periódicoISSN: 0256-2928 • E-ISSN: 1878-5174
EditoraSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s10212-020-00513-1
OpenAlexW3093284982
IdiomaEN
Citações recebidas4
Referências 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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