L. Luyten et al., Task perception as a mediating variable: A contribution to the validation of instructional knowledge, BR J ED PSY, 71, 2001, pp. 203-223
Background. From the perspective of the cognitive mediational paradigm, we
focus in this study On students' conceptions of the relationship between in
structional interventions and learning: 'instructional knowledge'.
Aims. Task perception has been investigated as a procedural manifestation o
f instructional knowledge. Four research questions directed the study: (1)
how do students perceive a task: (?) by which structure can the relations b
etween categories of task perception be represented: (3) do students differ
in their task perception; and (4) is there a significant relationship betw
een students' task perception and the learning activities they plan and/or
execute.
Sample. The sample consisted of 149 university freshmen in educational scie
nces.
Methods. Students were confronted with a concrete task in a natural setting
. Correlations were searched for by phi coefficient. Hierarchical classes a
nalysis was used to search for hierarchical relations and inter-individual
differences. Goodman-Kruskal lambda was calculated to estimate the associat
ion between students' task perception and the learning activities they plan
ned and executed. The questionnaire and the design of the coding systems we
re first tried out in a pilot study.
Results. Students' task perception can be described in 11 categories. Corre
lations between those categories were low, but a simple hierarchical struct
ure was discovered. Students can be distinguished according to their task p
erception into eight groups. Finally, the results indicate a statistically
significant association between students' task perception and the learning
activities they plan and execute.
Conclusions. The study provides additional evidence to involve 'instruction
al knowledge' and students' task perception as part of it, as mediating var
iables in future research.