Educational Rationality: Measurement, Correlates, and Consequences

This paper introduces and empirically tests the model of tetragonal educational rationality that consists four interrelated categories: hermeneutic, emancipatory, praxeological, negational rationalities. Based on a large longitudinal study primary middle school students (total N = 1990), we investigated psychometric properties Educational Rationalities Questionnaire (ERQ) examined relevant correlates, antecedents consequences Confirmatory factor analysis corroborated four-factor structure ERQ. Praxeological was more prevalent than hermeneutic rationality, which accepted often emancipatory rationality. Structural equation modeling demonstrated primarily driven by participants’ academic self-concept in their native language, as well extraversion, neuroticism, valuing creativity. Emancipatory linked to self-concept, creativity, agreeableness, while praxeological predicted achievement, Finally, inversely with several individual characteristics: achievement. Longitudinal analyses associated lower grades negative emotions during lessons, improvement. related positive felt classes, yet negatively grades. We discuss potential reasons these findings.