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1.
Wilhelmina van Dijk Nicholas A. Gage Nicolette Grasley‐Boy 《Psychology in the schools》2019,56(7):1173-1186
The impact of teachers on their students’ academic achievement continues to be an area of inquiry. One area not fully explored is the relation between teachers’ behavior and classroom management (CM) skills, student motivation, and student achievement. We examined these relations using a multi‐level structural equation model. Data included Behavior Management subscale scores of the Classroom Assessment Scoring System for 247 fourth and fifth grade teachers, indicators of academic motivation, and end‐of‐year state standardized mathematics assessment results for 4,847 students from the National Center of Teacher Effectiveness Main Study. The results indicate teachers’ CM skills have a significant direct effect on student motivation and a significant indirect effect on students’ math achievement, suggesting that students in classrooms of teachers with better CM are more motivated to learn math and have higher math achievement scores. This underscores the importance of helping teachers increase their use of evidence‐based classroom management techniques. 相似文献
2.
The present study investigates whether teacher perceptions of students’ cognitive skills, their learning motivation, and their classroom behavior differ according to students’ socioeconomic status, immigrant background, and gender. Data from N = 4746 German fourth graders and data from their parents and teachers were analyzed using structural equation modeling. Controlling for student achievement as measured in a standardized achievement test and student motivation as measured by student and parent reports, we found that teachers overestimated the cognitive skills of high-SES students and girls in comparison to those of low-SES students and boys. Similarly, teachers perceived high-SES students, students who are not from an immigrant background, and girls as having a higher learning motivation and as having more cognitive skills. Finally, we found that teachers’ perceptions of students’ learning motivation and classroom behavior mediated the relationship between student characteristics and cognitive skills as perceived by the teacher. 相似文献
3.
The purpose of the research reported in this chapter is twofold: first, to identify features of classroom environments that promote self-regulated approaches to reading and writing in young children; and second, to work collaboratively with teachers, helping them become proficient at designing tasks and structuring interactions with students that promote self-regulated learning (SRL). Five primary (kindergarten — grade 3) teachers and their students were involved in the study. Evidence from classroom observations indicates that these five teachers consistently involved their students in complex reading and writing activities, choosing what to read and write about, modifying tasks to control challenge, and evaluating their reading and writing processes and products. Also, these teachers provided support that was instrumental to students’ development of SRL, and employed non-threatening evaluation practices. Consistent with previous research that characterizes self-regulated learners, students in these classrooms demonstrated high levels of metacognition, intrinsic motivation, and strategic action. 相似文献
4.
The current study examined the link between academic enablers and different types of reading achievement measures. Academic enablers are skills and behaviors that support, or enable, students to perform well academically, such as engagement, interpersonal skills, motivation, and study skills. The sample in this study consisted of 61 third‐, fourth‐, and fifth‐grade students (54% male). Academic enablers were rated by classroom teachers via the Academic Competence Evaluation Scales (ACES; DiPerna & Elliott, 2000 ). Four different measures of reading achievement were included: classroom grades, global ratings of reading skills, standardized test scores, and Reading CBM scores. Results indicated that academic enablers were significantly related to each type of reading outcome. Academic enablers accounted for the greatest amount of variance for classroom grades (45%) and the least amount of variance in standardized test scores (11%). Results suggest that academic enablers are an important part of academic success in reading, particularly classroom grades, but when considering the variance accounted for by academic enablers, they alone are not likely to improve Reading CBM scores or standardized test scores. 相似文献
5.
Woogul Lee 《教育心理学》2012,32(6):727-747
Being aware of, monitoring and responding constructively to students’ signals of motivation and to students’ signals of engagement represent two important teaching skills. We hypothesised, however, that teachers would better estimate their students’ engagement than they would estimate their students’ motivation. To test this hypothesis, Korean high-school teachers rated three aspects of motivation and four aspects of engagement for each student in their class, while students completed questionnaires to provide referent self-reports of these same aspects of their motivation and engagement. Multi-level analyses showed that, after statistically controlling for the potentially confounding information of student achievement, teachers’ engagement estimates corresponded significantly to their students’ self-reports while their motivation estimate did not. These findings validate teachers’ skill in inferring their students’ classroom engagement and lead to the recommendation that teachers monitor classroom engagement to be in synch with their students during instruction. 相似文献
6.
In this paper transitions in the operational definitions of professionalism over the last 20 years will be discussed. As a consequence of (imposed) changes in the control of curriculum and assessment and increased measures of public accountability, teachers in most countries now work within cultures in which their careers are ever more dependent upon external definitions of quality, progress and achievement for their success. Although many experienced teachers have maintained their identities, finding room to manoeuvre within a general reduction in their traditional classroom autonomy, the pressure on these and younger colleagues is to comply with competency based agendas. In such cultures, attention to teachers’ identities—arguably central to sustaining motivation, efficacy, commitment, job satisfaction and effectiveness—has been limited. 相似文献
7.
Pantziara Marilena Philippou George N. 《International Journal of Science and Mathematics Education》2014,13(2):385-411
Students’ affective domain has been popular in the mathematics education community in an ongoing attempt to understand students’ learning behavior. Specifically, enhancing students’ motivation in the mathematics classroom is an important issue for teachers and researchers, due to its relation to students’ behavior and achievement. This paper utilized achievement goal theory—an important theoretical prospect on students’ motivation in school settings—to investigate the existence of a model presenting the relation between motivation and other affective constructs and students’ performance in mathematics. In this regard, two types of tests were administered to 321 sixth grade students measuring their motivation and other affective constructs and their performance in mathematics. Using structural equation modeling, we examined the associations among the affective constructs, motivation, and the extent to which these constructs influence students’ performance and interest in mathematics. The data revealed that students’ performance and their interest in mathematics were influenced by fear of failure, self-efficacy beliefs, and achievement goals. We discuss these findings in terms of teaching implications in the mathematics classroom.
相似文献8.
国外关于教师自主支持行为的理论假设认为,自主支持型教师比控制型教师更容易促进学生学习动机的内化。一系列实证研究则表明：在自主支持教师的班级里,学生更愿意呆在学校,倾向于表现出更好的学业能力;具有创造性,偏爱积极挑战;能产生更多的积极情绪,同时也具有更高的自主学习动机。本研究则运用问卷法、座谈法及课堂观察法三种方法,进一步验证了教师的“支持性”行为而非“控制性”行为能够更好地促进自主探究性的学习。同时在跨文化背景的现场观察中得出了我国教师的10种自主支持行为和6种抑制行为。 相似文献
9.
In the past politics deprived many African children (in particular) in South Africa the opportunity of achieving quality education. This was most especially true in subjects such as mathematics and science. In this research the science teacher-level data from Third International Mathematics and Science Study 1999 (TIMSS’99) were analysed with a view to evaluating the politicized gap between what are viewed as well-functioning and provisioned classrooms (predominantly housing White teachers and White or mixed classes in urban areas) and not well-functioning and poorly provisioned classrooms (largely African teachers and African pupils in peri-urban and rural areas). The data are explored in this article to ascertain and gain insight into similarities and differences in classroom conditions, teacher actions and the relationship between these and pupils’ achievement in science in South African classrooms. Significant differences in achievement were found between classrooms headed by teachers with different racial profiles, where the pupils’ average class science score taught by White teachers was about 300 points more (on a scale with an international mean score of 500 points) than children taught in classrooms by African teachers. Furthermore, the average class science score in rural areas was about 130 points below classes in urban areas. These blatant inequalities contribute to what is believed to be an increasing gap in achievement in science. Whilst these results are not altogether unexpected, there were some interesting results in terms of possible explanatory factors for the gaps in achievement which have ramifications for policymakers. 相似文献
10.
Marilena Pantziara George N. Philippou 《International Journal of Science and Mathematics Education》2015,13(2):385-411
Students’ affective domain has been popular in the mathematics education community in an ongoing attempt to understand students’ learning behavior. Specifically, enhancing students’ motivation in the mathematics classroom is an important issue for teachers and researchers, due to its relation to students’ behavior and achievement. This paper utilized achievement goal theory—an important theoretical prospect on students’ motivation in school settings—to investigate the existence of a model presenting the relation between motivation and other affective constructs and students’ performance in mathematics. In this regard, two types of tests were administered to 321 sixth grade students measuring their motivation and other affective constructs and their performance in mathematics. Using structural equation modeling, we examined the associations among the affective constructs, motivation, and the extent to which these constructs influence students’ performance and interest in mathematics. The data revealed that students’ performance and their interest in mathematics were influenced by fear of failure, self-efficacy beliefs, and achievement goals. We discuss these findings in terms of teaching implications in the mathematics classroom. 相似文献
11.
Hunter Gehlbach Scott W. Brown Andri Ioannou Mark A. Boyer Natalie Hudson Anat Niv-Solomon Donalyn Maneggia Laura Janik 《Contemporary educational psychology》2008,33(4):894-914
This study examined the potential of simulations to bolster interest in middle school social studies classrooms. Using a pre–post-design, we examined 305 middle school students (49% female) who participated in the web-based GlobalEd simulation. In contrast to the motivation declines middle school students usually experience, participants in this simulation became more interested in social studies. We investigated four hypotheses as to why these increases may have occurred. We found no support for the possibility that, (a) students’ interest in a particular issue area or (b) their increased valuing of the subject matter, were related to their increased interest. However, results suggested that, (c) the challenging nature of the activity and (d) students’ increased propensity to engage in social perspective taking may have bolstered their interest in social studies. The discussion explores future research directions and whether implications for classroom teachers are warranted given the correlational nature of the research. 相似文献
12.
Dacheng Zhao Michael Singh 《International Journal of Science and Mathematics Education》2011,9(1):69-87
International comparative studies and cross-cultural studies of mathematics achievement indicate that Chinese students (whether
living in or outside China) consistently outperform their Western counterparts. This study shows that the gap between Chinese-Australian
and other Australian students is best explained by differences in motivation to achieve, attributing success to effort, the
influence of parental help and the use of extra mathematics curricula. The argument explored is, in order to promote students’
mathematics achievement, we must improve the pedagogical knowledge of classroom teachers of mathematics, as well as to encourage
parents’ involvement in the mathematics education of their children and to promote students’ motivation to learn mathematics. 相似文献
13.
Nancy Lashaway‐Bokina 《Roeper Review》2013,35(4):225-227
Intrinsic motivation has multiple definitions. Introductory teacher education courses must alert prospective teachers to the exceptional qualities of non‐conforming students who lack the benefit of being teacher pleasers. Teacher trainers must ensure that pre‐teachers are aware of the multiple definitions of intrinsic motivation prior to a request that they observe, listen, and analyze intrinsically motivated students. Without a complete understanding of the characteristics of gifted students and the types of behaviors they sometimes exhibit within the classroom, many gifted students will be unrecognized and underserved. With services to gifted students tied to their identification, it becomes important for classroom teachers to be able to recognize that the potential for gifted behavior often extends far beyond the ability to contribute efficiently and effectively. Pre‐service teachers must also recognize that intrinsically motivated students sometimes view their initial attempts as work in progress and remain skeptical and critical of their accomplishments. 相似文献
14.
In this study, we examined one model of coaching, Support for the Improvement of Practices through Intensive Coaching (SIPIC), which draws from both direct and responsive models of coaching with classroom teachers. We found the model to be effective in improving the comprehension instruction of teachers and in raising the reading achievement of students, including students who struggle with learning to read. Additionally, we found that the interactions between coaches and teachers were statistical associated with the instructional practices of the teachers, demonstrating empirically that coaches' behaviors do influence the professional practices of teachers. 相似文献
15.
Gerlinde Lenske Wolfgang Wagner Joachim Wirth Hubertina Thillmann Eva Cauet Sven Liepertz Detlev Leutner 《Zeitschrift für Erziehungswissenschaft》2016,19(1):211-233
In the present study it was investigated whether the pedagogical knowledge of teachers has an influence on the process quality of physics instruction and on the learning achievement of students as well. Pedagogical knowledge, conceptualized as knowledge about strategies in classroom instruction that is domain-general and relevant for teaching behaviors, was measured using a paper-and-pencil test with two scales: one scale on declarative knowledge, the other on conditional-procedural knowledge (Lenske et al. 2015). As a basic aspect of the process quality of classroom instruction, classroom management was assessed using video ratings of two lessons from each participating teacher. Students’ learning achievement was assessed using standardized domain-specific knowledge tests in a pretest-posttest design. The sample included 34 teachers from higher-track secondary schools and their students (N?=?993). A complex bootstrapping mediation model shows that teachers’ pedagogical knowledge, mediated by their classroom management, has a positive effect on their students’ learning achievement. 相似文献
16.
Classroom Applications of Cognitive Theories of Motivation 总被引：3，自引：0，他引：3
Nona Tollefson 《Educational Psychology Review》2000,12(1):63-83
This article examines cognitive theories of motivation and their application to classroom experiences of students and teachers. Students' explanations of their school experiences are considered within the frameworks of expectancy × value theory, self-efficacy theory, goal orientation theory, and attribution theory. These same theories are used as lens through which teachers' classroom behaviors are viewed. Suggestions are offer for incorporating cognitive theories of motivation into pre-service and in-service programs for teachers. 相似文献
17.
Geneva Gay 《International journal of qualitative studies in education》2013,26(6):613-629
Two major premises are developed in this discussion. One is that many students of color are disproportionately assigned to special education because educators lack knowledge about or appreciation for their cultural values and socialization, and how these affect learning behaviors. The other premise is that the educational quality of students of color in both special and regular education can be improved significantly by using instructional programs and practices that reflect their cultural heritages, experiences, and perspectives. Several components of this ''culturally responsive teaching'' are explained, along with some research findings about its effects on student achievement. These include critical cultural consciousness of teachers; culturally pluralistic classroom climates; diverse communities of learners; and multicultural curriculum and instruction. The author concludes that without culturally responsive teaching education can never be the best it should be for students who are not part of the majority and mainstream of schools and society. 相似文献
18.
The purpose of the paper was to investigate (a) similarities and differences in cultural perspectives, self-concept, and school motivation between Aboriginal and non-Aboriginal Australian students; and (b) the relative influences of self-concept, motivation, and cultural perspectives on academic engagement. Data were collected from Aboriginal and non-Aboriginal students in Years 3 to 6 from 52 primary schools in metropolitan Sydney (N = 1745). Students completed a questionnaire asking about three cultural perspective factors (Aboriginal perspective, cultural diversity, and cultural identity), school self-concept, two motivation factors (a mastery approach goal and a performance approach goal), and a behavioral outcome (academic engagement). Results indicated that Aboriginal students were higher in all three cultural perspectives, but did not differ much from non-Aboriginal students in school self-concept, motivation, and academic engagement. For both groups cultural diversity, cultural identity, school self-concept, and a mastery approach goal orientation were positive predictors of academic engagement. A performance approach goal orientation was not a significant predictor of engagement but higher SES and being female were positive predictors. The findings suggest that teachers should understand the importance of promoting a positive sense of culture in the classroom to better engage students. 相似文献
19.
Heidrun Stoeger Julia Steinbach Stefanie Obergriesser Benjamin Matthes 《High Ability Studies》2014,25(1):5-21
Multidimensional models of giftedness specify individual and environmental moderators or catalysts that help transform potential into achievement. However, these models do not state whether the importance of the ‘individual boxes’ and the ‘environmental boxes’ changes during this process. The present study examines whether, during the early stages of talent development, the ‘environmental boxes’ play a more important role than the ‘individual boxes.’ To answer this question, we analyzed individual moderators and environmental moderators of achievement for fourth-grade primary-school students (N?=?976). A cluster analysis that included intelligence, achievement, and two individual moderators (motivation and learning behavior) revealed three groups of students, two of which are of particular interest, as they both displayed high intelligence and achievement but differed in their motivation and learning behavior. Questionnaire data on family environment (filled out by parents, N?=?682) and school environment (filled out by teachers, N?=?47) supported the assumption that among young students an inauspicious set of individual moderators, in this case maladaptive motivation and learning behavior, can be compensated by a sufficiently propitious set of environmental moderators, in this case parents’ and teachers’ learning support, cultural capital within the family, and teachers’ commitment to support their students’ learning. 相似文献
20.
贾敏 《湖北广播电视大学学报》2008,28(9):124-125
通过问卷调查,本文证实了外语教师对大学生英语学习动机存在影响。其中外语教师的个人特点对大学生的学习动机影响最为深远,影响最小的方面是他们的教学行为,而影响力居于两者之间的是他们的人际行为。并提出外语教师在英语课堂教学中如何提高学生学习动机的相关建议。 相似文献