Teacher Beliefs as Predictors of Adolescents' Cognitive Engagement and Achievement in Mathematics
Teacher Beliefs as Predictors of Adolescents' Cognitive Engagement and Achievement in Mathematics
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DOI：
10.1080/00220671.2011.629694
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发表时间：
2012-01-01
影响因子：
2.1
通讯作者：
Chouinard, Roch
中科院分区：
文献类型：
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作者：
Archambault, Isabelle;Janosz, Michel;Chouinard, Roch
本研究探讨了教师期望和一般效能感对学生学业成就与认知投入和1年后学业成就关系的调节作用。他们使用分层线性模型，纵向抽样了79名数学教师和他们的1,364名中学生，他们来自魁北克(加拿大)为弱势社区服务的33所学校。结果表明，教师的自我报告信念直接影响学生的学业体验。然而，他们对成绩差的学生的影响并不比对成绩好的学生的影响更大。这些发现表明，在为社会经济地位较低的学生提供服务的学校，教师应该意识到他们的态度对学生的认知投入和成就所起的作用。还应特别努力帮助他们培养对所有学生的积极态度。
The authors explored the moderating effect of teachers' expectancies and general sense of efficacy on the relationship between students' achievement and their cognitive engagement and achievement 1 year later. They used hierarchical linear modeling with a longitudinal sample of 79 mathematics teachers and their 1,364 secondary school students coming from 33 schools serving disadvantaged communities in Quebec (Canada). Results indicate that teachers' self-reported beliefs directly influenced student academic experience. However, they did not influence more importantly low-achieving than high-achieving students. Such findings suggest that in schools serving low socioeconomic status students, teachers should be made aware of the role their attitudes can play on students' cognitive engagement and achievement. Special efforts should also be made to help them develop positive attitudes toward all students.