Changes in Efficacy Beliefs in Mathematics Across the Transition to Middle School: Examining the Effects of Perceived Teacher and Parent Goal Emphases
Changes in Efficacy Beliefs in Mathematics Across the Transition to Middle School: Examining the Effects of Perceived Teacher and Parent Goal Emphases
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中学过渡期间数学功效信念的变化：检验教师和家长目标重点的影响
DOI：
10.1037/a0017590
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发表时间：
2010
影响因子：
4.9
通讯作者：
C. Midgley
中科院分区：
文献类型：
--
作者：
Jeanne M. Friedel;K. Cortina;Julianne C. Turner;C. Midgley
总结和假设 先前关于父母目标导向实践与学生动机和成就之间关系的研究通常是与孩子在课堂上的经历分开的。为了弥合这一差距，我们研究了从六年级到七年级过渡期间，数学教师强调的群体层面对目标的看法变化对学生自我效能信念变化的影响，同时考虑了学生对父母强调的数学目标的看法以及过渡前后孩子采取的个人目标。首先检查了从六年级到七年级过渡期间评估的每个变量的个人层面变化模式。根据 E. M. Ander-man 和 Midgley (1997) 以及 Midgley 等人报告的研究结果。 （1995），我们预计随着儿童（大概）经历越来越困难的数学，在整个转变过程中功效信念会下降。此外，在六年级和七年级之间，个人掌握取向以及教师和家长对掌握目标的重视程度预计会下降，而个人和感知对绩效目标的重视程度预计会在六年级和七年级之间增加。我们进一步研究了自我效能信念随时间的变化，预计这种信念会随着教师目标重点的团体层面感知而变化。根据先前研究（Urdan & Midgley，2003）并根据 Maehr 及其同事提出的模型（E. M. Anderman & Maehr，1994；Kaplan & Maehr，2002），在考虑了学生的个人目标取向和他们认为父母的目标后，我们预计小组层面对教师掌握目标强调的看法会增加，从而导致自我效能信念的增加在所提出的模型的基础上，我们预计，感知到的家长掌握目标的强调将预测从六年级到七年级过渡期间自我效能的变化，但相对于学生个人目标取向的影响，家长和老师对效能信念变化的影响很小。
Summary and Hypotheses Prior research regarding the relation between parents goal-oriented practices and students motivation and achievement hastypically been studied apart from the experiences children have inthe classroom context. To bridge this gap, we examined the effectof changes in group-level perceptions of the goals math teachersemphasize on changes in students self-efficacy beliefs across thetransition from sixth to seventh grade, taking into account stu-dents perceptions of the goals parents emphasized for them inmathematics as well as the personal goals children adopted beforeand after the transition.Patterns of individual-level change in each of the variablesassessed across the transition from sixth to seventh grade wereexamined first. On the basis of findings reported by E. M. Ander-man and Midgley (1997) and Midgley et al. (1995), we expectedefficacy beliefs to decline across the transition as children (pre-sumably) experienced increasingly difficult mathematics. In addi-tion, personal mastery orientations and perceptions of teacher andparent emphasis on mastery goals were expected to decline be-tween sixth and seventh grades, and personal and perceived em-phases on performance goals were expected to increase betweensixth and seventh grades.We further examined change over time in self-efficacy beliefs,anticipating that such beliefs would vary as a function of group-level perceptions of teacher goal emphases. On the basis of priorresearch (Urdan & Midgley, 2003) and in accord with the modelproposed by Maehr and colleagues (E. M. Anderman & Maehr,1994; Kaplan & Maehr, 2002), we expected an increase in group-level perceptions of teacher mastery goal emphasis to result in anincrease in self-efficacy beliefs, after taking into account studentspersonal goal orientations and the goals they perceived parents toemphasize.Onthebasisoftheproposedmodel,weanticipatedthatperceived parent mastery goal emphasis would predict changes inself-efficacy across the transition from sixth to seventh grade butthat both parent and teacher effects on change in efficacy beliefswould be small relative to the effects of students personal goalorientations.
影响因子：
4.6
作者：
HEYMAN, GD;DWECK, CS;CAIN, KM
通讯作者：
CAIN, KM