Changes in Efficacy Beliefs in Mathematics across the Transition to Middle School: Examining the Effects of Perceived Teacher and Parent Goal Emphases

Autor/inn/en	Friedel, Jeanne M.; Cortina, Kai S.; Turner, Julianne C.; Midgley, Carol
Titel	Changes in Efficacy Beliefs in Mathematics across the Transition to Middle School: Examining the Effects of Perceived Teacher and Parent Goal Emphases
Quelle	In: Journal of Educational Psychology, 102 (2010) 1, S.102-114 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0017590
Schlagwörter	Middle Schools; Middle School Teachers; Teacher Effectiveness; Student Attitudes; Elementary School Teachers; Attitude Measures; Teacher Competencies; Attitude Change; Mathematics Instruction; Mathematics Teachers; Self Efficacy; Mathematics Achievement; Goal Orientation; Grade 6; Grade 7; Mastery Learning; Patterns of Adaptive Learning Survey + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; Middle schools; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schülerverhalten; Elementary school; Grundschule; Volksschule; Lehrkunst; Attitudinal change; Einstellungsänderung; Mathematics lessons; Mathematikunterricht; Mathematics; Mathematik; Self-efficacy; Selbstwirksamkeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Zielorientierung; Zielvorstellung; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07
Abstract	This study examined the effects of change in teacher goal emphases on students' efficacy beliefs in mathematics across the transition to middle school. The sample (N = 929) included primarily White (65%) and Black (27%) students, and approximately one third received free or reduced-fee lunch. Analyses grouped children by cross-classification of teachers (N = 53 elementary and N = 34 middle school teachers). On average, students' efficacy beliefs remained stable and relatively high across the transition. Compared with their elementary school teacher, children reported declines in both perceived teacher mastery and performance goal emphases in middle school. A cross-classified hierarchical linear model was used to estimate the effects of perceived teacher and parent goal emphases during 6th and 7th grades on changes in students' efficacy beliefs. An increase in self-efficacy beliefs from elementary to middle school was predicted by an increase in group-level perceptions of teachers' mastery goal emphasis, even after controlling for parents' goal emphases. These findings underscore the important role that both teachers' and parents' goal emphases play as children develop a sense of efficacy in mathematics. (Contains 4 tables and 3 figures.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10