Affective and Motivational Characteristics of 60 Urban JHS Math Classrooms: A Class-Level Analysis of Student Beliefs in Three Instructional Activity Settings.

Autor/inn/en	Hecht, Deborah; Tittle, Carol Kehr
Institution	City Univ. of New York, NY. Center for Advanced Study in Education.
Titel	Affective and Motivational Characteristics of 60 Urban JHS Math Classrooms: A Class-Level Analysis of Student Beliefs in Three Instructional Activity Settings.
Quelle	(1992), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Affective Behavior; Beliefs; Class Activities; Classroom Techniques; Educational Environment; Educational Indicators; Junior High School Students; Junior High Schools; Mathematics Achievement; Mathematics Instruction; Psychological Characteristics; Student Attitudes; Student Characteristics; Student Motivation; Urban Schools; Urban Youth + Suchen Sie Ihr Suchwort? Affective disturbance; Active behaviour; Affektive Störung; Belief; Glaube; Klassenführung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational indicato; Bildungsindikator; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Schülerverhalten; Schulische Motivation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Youth; Jugend
Abstract	This study is an exploratory analysis of class-level data concerning junior high school (JHS) students' affective and motivational beliefs. It examines class-level information on selected psychological characteristics that students, who read at the fifth-grade level, bring to learning mathematics and that teachers encounter during instruction. Focus is on the variability among 60 classes on 7 affective and motivational indicators and determining whether teachers encounter different psychological characteristics of a class across classes of different mathematical achievement levels and in the same class across different activity settings. Study data are from the fall 1988 administration of the Mathematics Assessment Questionnaire (MAQ) to 1,737 students in 7th- through 9th-grade mathematics classes at 8 junior and senior public high schools in New York City. Students' responses to four affective beliefs (value, interest, confidence, and anxiety), two motivations (internal learning goals and external performance goals), and one attribution (unknown control) are examined. Differences among classes and among activity settings are found. This study highlights to the wide differences among mathematics classrooms in the psychological environment for learners and teachers, and provides an exploratory analysis of differences that may characterize urban mathematics classrooms on several important belief areas related to mathematics learning. Included are 1 table, 12 bar graphs, and an illustration of study calculations. (RLC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC