Religious Ideas, Feelings and Their Interrelationship : Research into the Effects of Religious Education in Parables on 10- to 12-year-olds

Introduction 9(22) Issue 9(7) Classroom narrative 9(2) Problem 11(4) Goals of the study 15(1) Conceptual framework 16(12) Religious ideas 16(9) Feelings 25(1) Learning strategies 26(2) Metacognitive beliefs about religious education 28(1) Research questions 28(2) Structure of the dissertation 30(1) Method 31(20) Research design 31(2) Participants 33(3) Educational interventions 36(5) Realisation of the interventions 41(1) Measuring instruments 42(5) Questionnaire on students' characteristics 42(1) Questionnaire on metacognitive beliefs about religious education 42(1) Questionnaire on feelings 43(1) Cognitive Achievement Test 44(1) Questionnaire on current motivation 45(1) Questionnaire on self-evaluation 45(1) Intermediate Cognitive Achievement Test 46(1) Video-based stimulated recall interview 46(1) Data collection and analyses 47(4) Data collection 47(1) Data analyses 47(4) Metacognitive beliefs about religious education 51(20) Introduction 51(1) Theoretical framework 52(3) Goals, research questions and hypotheses 55(1) Method 56(1) Results 57(10) Metacognitive beliefs about religious education 57(4) Relations between metacognitive beliefs about religious education 61(3) Relationship between students' characteristics and metacognitive beliefs about religious education 64(3) Conclusion and discussion 67(4) Influence of strategic interventions on change in feelings 71(18) Introduction 71(1) Theoretical framework 72(1) Goals, research questions and hypotheses 73(4) Method 77(1) Results 78(6) Types of feelings 78(1) Influence of the interventions on change in feelings 79(2) Contribution of metacognitive beliefs about religious education to change in feelings 81(1) Qualitative analysis 82(2) Conclusion and discussion 84(5) Acquisition of religious ideas by interpreting biblical parables 89(22) Introduction 89(1) Theoretical framework 89(8) A paradigm shift in learning to interpret parables 89(2) Religio-pedagogic reflections 91(6) Goals, research questions and hypotheses 97(2) Method 99(1) Results 100(7) Effects of the strategic interventions 100(2) Aspects that help to explain the effects 102(3) Analysis of logbooks 105(2) Conclusion and discussion 107(4) Influence of feelings on cognitive achievement 111(20) Introduction 111(1) Theoretical framework 112(7) Four models to relate feelings and cognitive understanding 112(2) Theological upholders of the four models 114(3) Educational research on feelings and cognitive understanding 117(2) Goals, research questions and hypotheses 119(1) Method 120(2) Results 122(4) Influence of feelings on achievement 122(1) Influence of feelings on achievement with respect to students' given characteristics 122(3) Analysis of logbooks 125(1) Conclusion and discussion 126(5) Influence of students' characteristics and feelings on cognitive achievement 131(18) Introduction 131(1) Theoretical framework 132(5) Socio-cultural view on knowledge and learning 132(2) Students' characteristics that influence achievement 134(3) Goals, research questions and hypotheses 137(1) Method 138(1) Results 139(5) Conclusion and discussion 144(5) Conclusion and discussion 149(18) Principal research findings 149(12) Research idea 149(1) Conclusion 150(5) Discussion 155(6) Suggestions for further research 161(2) Recommendations for the practice of religious education 163(4) Samenvatting [Dutch summary] 167(10) References 177(12) About the Author 189