The Educational Situation Quality Model: A New Tool to Explain and Improve Academic Achievement and Course Satisfaction
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Title
The Educational Situation Quality Model: A New Tool to Explain and Improve Academic Achievement and Course SatisfactionDate
2019-07-18Publisher
Frontiers MediaBibliographic citation
DOMÉNECH-BETORET, Fernando; GÓMEZ-ARTIGA, Amparo; ABELLÁN-ROSELLÓ, Laura. The Educational Situation Quality Model: A New Tool to Explain and Improve Academic Achievement and Course Satisfaction. Frontiers in psychology, 2019, vol. 10, p. 1692.Type
info:eu-repo/semantics/articlePublisher version
https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01692/fullVersion
info:eu-repo/semantics/publishedVersionSubject
Abstract
Students’ academic achievement is a major concern among countries. Governments
spent a lot of money on education to improve students’ competences at all levels of
education. Despite the enormous amount of money ... [+]
Students’ academic achievement is a major concern among countries. Governments
spent a lot of money on education to improve students’ competences at all levels of
education. Despite the enormous amount of money invested and the reforms made to
curricula in many countries in recent years, these measures are not generally producing
the desired results according to the data of International Performance Measurement
programs for students (e.g., Program for International Student Assessment-PISA by
OECD). Given the importance of this issue, this article presents an instructionalmotivational
model developed in the last decade to explain and improve students’
learning outcomes, e.g., academic achievement and course satisfaction, entitled the
“The Educational Situation Quality Model” (MOCSE, acronym in Spanish). Unlike other
educational models, MOCSE offers an integrative teaching-learning approach to explain
learning outcomes. By taking the educational setting as a unit of analysis, this proposal
introduces a new perspective into the existing literature to predict students’ achievement
and course satisfaction by combining contributions from relevant psycho-educational
theories, such as: “The Job Demands-Resources Model,” “The Expectancy-Value
Theory,” and “The Achievement Goal Theory.” Besides being a conceptual framework to
guide research, it also provides a methodological way to improve teacher practice and
learning outcomes. In this article we first briefly explain the main model’s characteristics
and functioning from the student perspective and, second, based on the MOCSE, we
offer some keys for teachers to improve academic achievement and students’ course
satisfaction for a specific curricular subject. Finally, future proposals and challenges are
discussed. Questionnaires are provided in the Annex. [-]
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