Achievement in mathematics and language arts. A comparative study of Canadian and German preservice teachers' beliefs.

Autor/inn/en	Kuendiger, Erika; Kellenberger, David; Schmidt, Siegbert
Titel	Achievement in mathematics and language arts. A comparative study of Canadian and German preservice teachers' beliefs.
Quelle	Aus: Research on sociocultural influences on motivation and learning. Greenwich, Conn.: Information Age Publ. (2001) S. 291-323Verfügbarkeit
Beigaben	Literaturangaben 50; Tabellen 8; Grafiken 5
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Empirische Untersuchung; Attribution; Selbsteinschätzung; Vorstellung (Psy); Lehramtsstudent; Schüler; Schülerleistung; Lernerfahrung; Lernmotivation; Motivation; Internationaler Vergleich; Leistung; Deutschland; Kanada
Abstract	The authors investigted preservice teachers' achievement-related beliefs in two ways. First, preservice teachers were asked to look back at their high school achievement in mathematics and language arts and attribute their past achievement. The study investigates how this subject-area specific motivational system, called learning history, influences their self-efficacy beliefs as future teachers. Second, preservice teachers were asked to explain the achievements of hypothetical students. The comparison between Canadian and German preservice teachers' learning histories as well as the attributions they use to explain student achievement show that there are considrable country-differences that indicate differences in the motivational climate between the two countries. (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2003_(CD)