Teachers’ estimates of their students’ motivation and engagement: being in synch with students
Teachers’ estimates of their students’ motivation and engagement: being in synch with students
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教师对学生动机和参与度的估计：与学生保持同步
DOI：
10.1080/01443410.2012.732385
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发表时间：
2012
影响因子：
3.2
通讯作者：
J. Reeve
中科院分区：
文献类型：
--
作者：
Woogul Lee;J. Reeve
意识到、监测和建设性地回应学生的动机信号和参与信号是两项重要的教学技能。然而，我们假设，教师会更好地估计学生的参与度，而不是他们估计学生的动机。为了验证这一假设，韩国高中教师对班上每个学生的动机和敬业度的三个方面和四个方面进行了评分，而学生们则完成了调查问卷，以提供关于这些方面的动机和敬业度的参考自我报告。多水平分析表明，在统计控制了学生成绩的潜在混杂信息后，教师的敬业度估计与学生的自我报告显著一致，而他们的动机估计则不一致。这些发现验证了教师在推断学生课堂敬业度方面的能力，并导致了教师在教学过程中监控课堂敬业度与学生同步的建议。
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.
影响因子：
4.9
作者：
Ladd, Gary W.;Dinella, Lisa M.
通讯作者：
Dinella, Lisa M.