Scaffolding or simplifying: students’ perception of support in Swedish compulsory school

• Alli Klapp ^[1] ; Anders Jonsson ^[2]
  1. [1] University of Gothenburg

     University of Gothenburg

     Suecia

     
  2. [2] University Kristianstad
• Localización: European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 36, Nº 4, 2021, págs. 1055-1074
• Idioma: inglés
• DOI: 10.1007/s10212-020-00513-1
• Texto completo no disponible (Saber más ...)
• Resumen

  • 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.

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