Abstract                              

SELF-CONCEPT AND SELF-EFFICACY SCALES STRUCTURE IN PISA 2018 AND THEIR RELATIONSHIPS WITH READING ACHIEVEMENT

Dominique Lafontaine Nina Jude, Johanna Leck

Using data from 37 OECD countries, this study investigated the factorial structure of the reading self-concept and self-efficacy scales newly introduced in the Programme for International Student Assessment (PISA 2018) and their relationships with reading achievement. A three-factorial structure – self-efficacy, perception of competence and perception of difficulty – fitted the data best. The two-factorial structure of the self-concept was confirmed overall and in the vast majority of countries. All three scales showed moderate to strong within-country correlations with reading achievement. The direction of the correlations of the three scales was the same at the within-country and at the country level; the attitudes-achievement paradox was not observed for any of the scales. Comparatively, self-efficacy showed better psychometric properties than the self-concept scales and had across countries more stable and stronger correlations with reading achievement.

EUCULTURALISATION KEY FOR AN EFFICIENT EDUCATION

Fernand Vandamme

Cultures are products of hundreds of generations which tried to survive, to ameliorate their lives, to adapt and accommodate themselves and their environments. These cultures store a lot of knowledge and experiences. The myths in a culture represent a lot of unconscious beliefs and views which sometimes became inefficient for the present day challenges in view of education, the globalisation, the climate changes… For this reason these cultural myths can be a crucial source for relevant amelioration: euculturalisation and aspirations for relevant innovations in educations.

We pay attention on such possible educational challenges related to optimalisations, competition, conflict resolution, inconvenient truths related to bullies, dyssocials, hypocrites, perverse narcissists, as well as on genetic and cultural predispositions on how and why to overcome and transcended these .

Teaching Critical Thinking 

GUIDES FOR TEACHING CRITICAL THINKING

Hasmik Hovhannisyan, Robert Djidjian

This article suggests solutions to main problems of teaching critical thinking at high school. Problems and solutions are considered according to the levels of critical thinking: the basic level of deductive reasoning, the level of adequate understanding of topics under discussion, the level of independent thinking, and the meta-level of critical thinking. Practical realization of the suggested solutions faces certain difficulties in diagnosing and overcoming the weak points in individual student’s way of reasoning. Testing becomes main issue in developing students’ independent thinking. The meta-level of critical thinking requires certain activities with high school teachers. 

”Enseigner l’esprit critique: Nouvelles postures pour enseigner et pour apprendre”

D’un programme intensif européen vers l’univer(s)cité : une expérience pédagogique dans la ville avec la ville

Samuel Nowakowski & Anne-Marie Cotton

The article offers a reflective insight into an intensive program as part of a larger Erasmus + project, bringing together teachers, learners (students) and professionals in an ecosystem which, based on co-creation, integrates places into learning and the internalisation of contents, but also to the construction of cohesion between the participants of the European experience.

The authors explore the boundaries of this ecosystem and develop a vision which, by allowing places to merge with learning, forges links between the universe and the city, thereby redefining the essence of the university.