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1.
According to the Pygmalion effect, teachers' expectancies affect students' academic progress. Many empirical studies have supported the predictions of the Pygmalion effect, but the effect sizes have tended to be small to moderate. Furthermore, almost all existing studies have examined teacher expectancy effects on students' achievement at the student level only (does a specific student improve?) rather than at the classroom level (do classes improve when teachers have generally high expectations of their students?). The present study scrutinized the Pygmalion effect in a longitudinal study by using a large sample in regular classrooms and by differentiating between two achievement outcomes (grades and an achievement test) and two levels of analyses (the individual and classroom levels). Furthermore, students' self-concept was studied as a possible mediator of the teacher expectancy effect on achievement. Data come from a study with 73 teachers and their 1289 fifth-grade students. Multilevel regression analyses yielded three main results. First, Pygmalion effects were found at the individual level for both achievement outcomes. Second, multilevel mediation analyses showed that teacher expectancy effects were partly mediated by students' self-concept. Third, teachers' average expectancy effects at the class level were found to be nonsignificant when students' prior achievement was controlled.  相似文献   

2.
Children's emotional and behavioural difficulties are the result of multiple individual, social and contextual factors working in concert. The current paper proposes a theoretical framework for interpreting students' emotional and behavioural difficulties in classrooms, by taking into consideration teacher–student interactions, students' social skills and classroom context. Based on Bronfenbrenner's model, according to which process, person and context are the main sources of children's development, the current paper combines three theoretical approaches: firstly, in terms of process, the systems communication approach, which refers to teacher–student interactions; secondly, in terms of person, social and emotional learning, which refers to children's social skills; and thirdly, in terms of classroom context, the achievement goal theory, with its emphasis on the mastery of classroom goal structure. Empirical support for the framework resulted in the administration of four instruments to 962 primary students: (a) QTI for teacher–student interactions, (b) MESSY for students' social skills; (c) CGS for classroom context; and (d) SDQ for students' emotional and behavioural difficulties. It was found that students' possession of social skills had a prominent role in the prediction of emotional and behavioural difficulties, while teacher–student interactions and classroom context also affected students' emotional and behavioural difficulties. This perspective provides educators with a theoretical and practical tool for understanding emotional and behavioural difficulties.  相似文献   

3.
Academic emotions have largely been neglected by educational psychology, with the exception of test anxiety. In 5 qualitative studies, it was found that students experience a rich diversity of emotions in academic settings. Anxiety was reported most often, but overall, positive emotions were described no less frequently than negative emotions. Based on the studies in this article, taxonomies of different academic emotions and a self-report instrument measuring students' enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom (Academic Emotions Questionnaire [AEQ]) were developed. Using the AEQ, assumptions of a cognitive-motivational model of the achievement effects of emotions, and of a control/value theory of their antecedents (Pekrun, 1992b, 2000), were tested in 7 cross-sectional, 3 longitudinal, and 1 diary study using samples of university and school students. Results showed that academic emotions are significantly related to students' motivation, learning strategies, cognitive resources, self-regulation, and academic achievement, as well as to personality and classroom antecedents. The findings indicate that affective research in educational psychology should acknowledge emotional diversity in academic settings by addressing the full range of emotions experienced by students at school and university.  相似文献   

4.
课堂学业情绪是学习者在课堂情境下产生与学业相关的各种情绪体验,课堂学业情绪研究对增强课堂效果,促进学生认知活动的开展和身心健康有重要的作用。影响课堂学业情绪的个体因素主要表现在自我认知和成就目标等方面;影响课堂学业情绪的环境因素主要表现在教师、教学内容、教育情境等方面;且环境因素通过自我认知起作用。  相似文献   

5.
When preparing for exams, students experience various achievement emotions, which are related to their perceived academic control and achievement regarding their exams. These emotions are shaped by a trait-like stable person-specific component and a state-like variable situation-specific component. Furthermore, it is plausible that students' previous emotional experiences might influence their current emotional experiences. Therefore, the present study aimed to disentangle those three components of achievement emotions (namely person, previous-experience, and situation specific components), and to analyze the extent to which these three components relate to perceived academic control and achievement. Using experience sampling, ninety-eight undergraduate students reported their emotions during the final week of exam preparation. Via latent state-trait theory models, including an autoregressive coefficient, our results showed the three expected variance components for enjoyment, anxiety, and anger, with no person-specific variance component for pride. The more stable components (namely person and previous-experience specific components) were significantly associated with perceived academic control and achievement, particularly for negative emotions. Moreover, results suggest a reciprocal relation between anxiety and perceived academic control. Implications for educators seeking to strengthen students' success are discussed.  相似文献   

6.
Our short-term longitudinal study explored undergraduate students' experiences with performing authentic science practices in the classroom in relation to their science achievement and course grades. In addition, classroom experiences (felt recognition as a scientist and perceived classroom climate) and changes over a 10-week academic term in STEM (science, technology, engineering, and mathematics) identity and motivation were tested as mediators. The sample comprised 1,079 undergraduate students from introductory biology classrooms (65.4% women, 37.6% Asian, 30.2% White, 25.1% Latinx). Using structural equation modeling (SEM), our hypothesized model was confirmed while controlling for class size and GPA. Performing science practices (e.g., hypothesizing or explaining results) positively predicted students' felt recognition as a scientist; and felt recognition positively predicted perceived classroom climate. In turn, felt recognition and classroom climate predicted increases over time in students' STEM motivation (expectancy-value beliefs), STEM identity, and STEM career aspirations. Finally, these factors predicted students' course grade. Both recognition as a scientist and positive classroom climate were more strongly related to outcomes among underrepresented minority (URM) students. Findings have implications for why large-format courses that emphasize opportunities for students to learn science practices are related to positive STEM outcomes, as well as why they may prove especially helpful for URM students. Practical implications include the importance of recognition as a scientist from professors, teaching assistants, and classmates in addition to curriculum that engages students in the authentic practices of science.  相似文献   

7.
We examined the relation between self reported help-seeking tendencies and standardized mathematics achievement as well as the contribution of shared perceptions of the classroom climate – achievement goal structure and emotional support – to the types of help (instrumental, expedient) middle and high school U.S. students seek and from whom (teacher and peers) over the school year. Hierarchical linear modeling (N = 3897 students grades 7–11 in 306 classrooms) revealed that the more students reported seeking help from their teacher and seeking instrumental help, the greater their over-the-year gains in standardized achievement. In general, shared perceptions of the classroom climate predicted changes in students' reported help seeking from the beginning of the school year (T1) to the end (T2). Students in classrooms collectively perceived to be more mastery-oriented at T1 predicted increases in instrumental help seeking and seeking help from peers at T2. Perceived T1 emotional support predicted increases in seeking help from teachers and peers at T2. By contrast, perceived T1 performance-approach goal structure predicted decreases in reported help seeking from teachers at T2 and positively predicted expedient help seeking at T2. Furthermore: (a) adolescent females reported seeking more instrumental help and seeking more help from peers and teachers, whereas, adolescent males reported seeking more expedient help; and (b) high school students sought more instrumental help than did middle school students. We discuss results with regard to the importance of help seeking to mathematics achievement as well as considering emotional support and classroom achievement goals together when examining students' help-seeking behaviors.  相似文献   

8.
The authors examined the relationships among teacher classroom practices, student motivation, and mathematics achievement in high school. The data for this study was drawn from the base-year data of High School Longitudinal Study of 2009. Structural equation modeling method was used to estimate the relationships among variables. The results indicate that conceptual teaching positively affected student mathematics achievement, whereas procedural emphasis in mathematics instruction had a negative effect. Teacher support influenced student mathematics achievement indirectly through students' mathematics self-efficacy, and also influenced students' interest in mathematics courses. Finally, students with higher levels of family socioeconomic status and prior achievement were more likely to have teachers who use conceptual teaching strategies. Students with higher prior achievement were also more likely to perceive higher levels of teacher support. The findings have theoretical and practical implications.  相似文献   

9.
This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students (N7th grade = 1,146 and N8th grade = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers’ APT, student emotions (enjoyment and anxiety) and their discursive engagement with others in the mathematics classroom. Results from structural equation modelling and mediation analysis show that after controlling for gender, family resources and mathematics achievement, student-perceived teacher APT was positively associated with their discursive engagement with classmates. Furthermore, student enjoyment and anxiety in class mediated the relationship between student-perceived teacher APT and student discursive engagement with classmates. Multi-group analysis revealed that the model was invariant across genders and grades, indicating that the associations were applicable to male and female students as well as to seventh and eighth graders. These findings shed light on the emotional relationship of teacher APT with the discursive engagement of their students. Although prior research observes a positive relationship between teacher productive classroom talk and student discursive engagement primarily through classroom observations and teacher reflections, this study provides evidence from the students’ perspective and highlights the mediating role of student emotions in the relationship.  相似文献   

10.
Factors related to grade point average (GPA) are of great importance for students' success. Yet, little is known about the impact of individual differences in emotional reactivity on students' academic performance. We aimed to examine the emotional reactivity–GPA link and to assess whether self‐esteem and psychological distress moderate this relationship. Eighty undergraduate students reported on their GPA, self‐esteem, and psychological distress. Students' pupil radius was monitored during affective picture viewing to assess sympathetic activation in response to emotional stimuli. Cluster analysis on pupil reactivity to pictures identified low, average, and high emotionally reactive students. Regression analyses indicated that profiles of emotional reactivity were associated with GPA. This relationship was moderated by self‐esteem, but not psychological distress. Among students with higher emotional reactivity, those with lower self‐esteem reported poorer GPA. Findings document the importance of differences in students' emotional reactivity and self‐esteem in relation to academic success.  相似文献   

11.
In the present study (N = 553; 8th and 11th grade students; 52% female) we investigated students' enjoyment, pride, anxiety, anger, and boredom while completing homework (homework emotions), and contrasted these emotions with those experienced during class (classroom emotions). Both homework emotions and classroom emotions were assessed separately for the domains of mathematics, physics, German, and English. Our hypotheses were based on propositions of the control-value theory of achievement emotions (Pekrun, 2006), Marsh and Ayotte's (2003) differential distinctiveness hypothesis, and previous empirical findings. In line with our assumptions, observed correlations between homework emotions and classroom emotions suggested that the emotions experienced in the two settings should be assessed separately. Within domains, both homework emotions and classroom emotions showed clear linkages with students' academic self-concept and achievement outcomes, with self-concept being slightly more strongly related to classroom emotions. Between-domain relations of emotions were significantly stronger for homework emotions as compared to classroom emotions, likely due to the relative situational homogeneity of homework settings across domains. Further, between-domain relations for emotions in both settings were weaker in 11th grade students, whereas within-domain relations did not differ as a function of age. Implications for research and educational practice are discussed.  相似文献   

12.
In this investigation of high school students (N = 2510) in Singapore (Study 1) and elementary school students (N = 119) in Australia (Study 2), we examined the role of instrumental and emotional forms of teacher support in students' academic buoyancy and academic outcomes (engagement and academic skills). In both studies, perceived instrumental support (but not perceived emotional support) was positively associated with academic buoyancy (moderate effect size in Study 1, large effect in Study 2). In Study 1, academic buoyancy was positively associated with students' academic engagement (specifically, effort and persistence [large effect], perceived importance of school [moderate effect], and feelings of school belonging [moderate effect]). In Study 2 academic buoyancy was positively associated with gains in students' academic skills and engagement (specifically, class participation [large effect] and future aspirations [large effect]). In both studies, there was tentative support for a mediating role of academic buoyancy linking students' perceived teacher support to academic outcomes.  相似文献   

13.
This study examined the relationship of school ethical climate and students' school performance within the context of a Chinese high school. Gender and grade‐level differences in ethical climate perceptions were also explored. Survey data on perceptions of school ethical climate based upon the dimensions of student‐to‐teacher, student‐to‐student and teacher‐to‐student interactions and relationships were obtained from 754 students. Results of the study showed that students' perceptions of their high school's ethical climate were related to academic achievement, gender and grade level. Students' involvement in extracurricular activities and student leadership generally did not seem to relate to their perceptions of ethical climate. Based upon these findings, the school's moral education intervention programs should increase their focus on the area of teacher‐to‐student relationships and interactions and the subgroups of male students, students in higher grades and students with lower academic achievement. Implications for future research on school climate are also discussed.  相似文献   

14.
《Learning and Instruction》2007,17(5):478-493
A multilevel approach was used to analyse relationships between perceived classroom environments and emotions in mathematics. Based on Pekrun's (2000) [A social-cognitive, control-value theory of achievement emotions. In J. Heckhausen (Ed.), Motivational psychology of human development (pp. 143–163)] social-cognitive, control-value theory of achievement emotions, we hypothesized that environmental characteristics conveying control and value to the students would be related to their experience of enjoyment, anxiety, anger, and boredom in mathematics. Multilevel modelling of data from 1623 students from 69 classes (grades 5–10) confirmed close relationships between environmental variables and emotional experiences that functioned predominantly at the individual level. Compositional effects further revealed that classes' aggregate environment perceptions as well as their compositions in terms of aggregate achievement and gender ratio were additionally linked to students' emotions in mathematics. Methodological and practical implications of the findings are discussed.  相似文献   

15.
In this paper, we consider whether teachers' explicit and implicit prejudiced attitudes underlie the ethnic achievement gap. To date, most research on teacher expectation effects has relied on explicit expectation measures that are prone to social desirability biases. In contrast, we examine the effects of teachers' (a) explicit ethnicity-based expectations for academic achievement and (b) implicit prejudiced attitudes about academic achievement on students' actual academic success over time. A total of 38 teachers completed both a traditional teacher expectation measure and a modified Implicit Association Task designed to assess ethnic stereotypes associated with academic achievement and failure. A multi-level analytic framework showed that students in classrooms of teachers with high expectations performed better in reading at the end of the year and that these effects were found across all ethnic groups. In contrast, whereas students' mathematics achievement scores were largely unrelated to teachers' explicit expectations, teachers' implicit prejudiced attitudes predicted student performance. Specifically, students benefited most academically when their teachers' implicit biases favored the ethnic group to which the student belonged. Findings are discussed in relation to differences in the salience of teachers' expectations and implicit prejudiced attitude in the classroom, and the ethnic achievement gap.  相似文献   

16.
This article reports about the development and validation of a measurement instrument assessing elementary school students' achievement emotions (Achievement Emotions Questionnaire-Elementary School, AEQ-ES). Specifically, the instrument assesses students' enjoyment, anxiety, and boredom pertaining to three types of academic settings (i.e., attending class, doing homework, and taking tests and exams). Scale construction was based on Pekrun's (2006) control-value theory of achievement emotions. The instrument was tested using samples from German and American elementary school classrooms. The results of Study 1 (German sample) corroborate the reliability and structural validity of the new emotion measure. Moreover, they show that students' achievement emotions were linked with their control and value appraisals as well as their academic performance, thus supporting the external validity of the measure as well as propositions of Pekrun's (2006) control-value theory of achievement emotions. Study 2 (American sample) corroborated the cross-cultural equivalence of the measure and the generalizability of findings across the German and American samples. Implications for research on achievement emotions and educational practice are discussed.  相似文献   

17.
An increasing number of emotions have been found to affect the way students learn and their academic achievement. However, little is known about how dynamic these achievement emotions (AEs) are, the extent to which they vary with the assessment process, and how they relate to prior academic ability and student achievement outcomes. Our intensive longitudinal diary study with tertiary students (N = 166) examined their AEs across a three week assessment period (study, test and feedback week). Overall, the results indicated that emotions during the study and test week were unrelated to both GPA and test score, but the starting level of emotions during the feedback week were related to GPA and test score. The changeability of emotions were not related to either GPA or test score. Overall, AEs seem to have a meaningful relationship to achievement only once results are known. These findings expand our knowledge about the relationship between AEs, prior academic ability and achievement and how emotions change across an assessment event.  相似文献   

18.
This study analyzes the relationships between cognitive appraisals, classroom and test emotions, and math achievement in a sample of 1219 Portuguese students from the 6th and 8th grades. Participants completed measures of perceived value, perceived competence, and seven math achievement emotions (boredom, hopelessness, anger, anxiety, enjoyment, pride, and relief) experienced in two different settings: classroom and tests. Math achievement was obtained from school records. Results showed significant associations between student competence and value appraisals, their emotional experiences in test and classroom situations, and their math achievement. However, when emotions were considered simultaneously in structural equation modeling, only anger in test situations and hopelessness were significant negative predictors of students’ math achievement. Hopelessness appears to play a particular role in the interplay between cognitive appraisals, emotions, and academic achievement as it is the only emotion that relates to math achievement both in test and classroom situations. Furthermore, findings also support the existence of differences in the relationships between cognitive appraisals and the achievement emotions students experience in these two settings.  相似文献   

19.
Research Findings: It is widely acknowledged that consistent, high-quality teacher–student interactions promote optimal developmental outcomes for children. Previous research on the quality of teacher–student interactions provides empirical support for this premise. Little research has been conducted on the consistency of teacher–student interactions. This study examines whether consistency in teachers' emotional support is related to better academic and social outcomes for children. Multiple observations were conducted in 694 prekindergarten classrooms. Mean levels of emotional support and consistency of emotional support were used as predictors in multilevel models. Results indicated that when mean levels of emotional support were controlled, within-day consistency of emotional support predicted several academic outcomes in prekindergarten as well as social competence in kindergarten. Practice or Policy: Results indicate that teachers' consistency of emotional support is a salient aspect of children's classroom environment. Findings suggest that consistency should be considered when evaluating teachers' emotionally supportive interactions.  相似文献   

20.
Instructional Climate in Dutch Secondary Education   总被引：1，自引：0，他引：1  
Research, aimed at constructing an instrument for measuring instructional climate, was conducted in 121 Dutch schools for senior general secondary education. The instrument comprised scales for students, teachers, heads of department and principals. All scales proved to be sufficiently reliable and valid. The results show that the following variables are significantly related to students' results in mathematics: students' enjoyment of mathematics; students' attitude towards high grades; students' enjoyment of learning; appreciation of how teachers prepare students for tests; students' appreciation of the teacher as a person; students' appreciation of teaching abilities; an orderly instructional climate in the classroom; frequent monitoring of student results; emphasizing achievement by teachers; and the principals' emphasis on a task oriented climate.  相似文献   

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