In the eyes of the beholder: students’ and teachers’ judgments of students’ motivation
In the eyes of the beholder: students’ and teachers’ judgments of students’ motivation
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DOI：
10.1016/s0742-051x(00)00060-3
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发表时间：
2001-04
影响因子：
3.9
通讯作者：
Karen B. Givvin;D. Stipek;Julie M. Salmon;Valanne MacGyvers
中科院分区：
文献类型：
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作者：
Karen B. Givvin;D. Stipek;Julie M. Salmon;Valanne MacGyvers
本研究旨在考察教师对学生数学学习动机判断的性质和准确性。十七个四年级到六年级的教师和他们的100名学生参加了这项研究。教师被要求在学年中对六名目标学生的动机进行四次评估。在每一个时间，学生们也评价自己的动机。教师的评分随着时间的推移和跨数学主题更稳定，在动机维度上的差异小于学生的评分。研究结果表明，教师需要密切关注与儿童动机相关的证据，这些证据可能与他们的看法相矛盾，因此支持更有效的干预措施。
This study was designed to examine the nature and accuracy of teachers’ judgments about students’ motivation related to mathematics. Seventeen fourth- through sixth-grade teachers and 100 of their students participated in this study. Teachers were asked to rate six target students’ motivation four times during the school year. At each of these times students also rated their own motivation. Teachers’ ratings were more stable over time and across mathematics topics and were less differentiated across motivation dimensions than were students’ ratings. The findings suggest that teachers need to pay careful attention to evidence related to children's motivation that might contradict their perceptions and therefore support more effective interventions.