Young Children's Motivational Frameworks and Math Achievement: Relation to Teacher-Reported Instructional Practices, but Not Teacher Theory of Intelligence

Autor/inn/en	Park, Daeun; Gunderson, Elizabeth A.; Tsukayama, Eli; Levine, Susan C.; Beilock, Sian L.
Titel	Young Children's Motivational Frameworks and Math Achievement: Relation to Teacher-Reported Instructional Practices, but Not Teacher Theory of Intelligence
Quelle	In: Journal of Educational Psychology, 108 (2016) 3, S.300-313 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000064
Schlagwörter	Young Children; Mathematics Achievement; Teaching Methods; Intelligence; Theories; Student Motivation; Primary Education; Mathematics Tests; Scores; Competence; Mastery Learning; Performance; Elementary School Students; Teacher Role; Parent Role; Grade 1; Grade 2; Urban Schools; Student Characteristics; Statistical Analysis; Predictor Variables; Gender Differences; Age Differences; Achievement Tests; Questionnaires; Likert Scales; Patterns of Adaptive Learning Survey; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Frühe Kindheit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Intelligenz; Klugheit; Theory; Theorie; Schulische Motivation; Primarbereich; Kompetenz; Achievement; Leistung; Lehrerrolle; Parental role; Elternrolle; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Statistische Analyse; Prädiktor; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Achievement test; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Testdurchführung; Testen; Fragebogen; Likert-Skala
Abstract	Although students' motivational frameworks (entity vs. incremental) have been linked to academic achievement, little is known about how early this link emerges and how motivational frameworks develop in the first place. In a year-long study (student N = 424, Teacher N = 58), we found that, as early as 1st and 2nd grade, children who endorsed an incremental framework performed better on a nationally normed standardized math test than children who held an entity framework (i.e., believe ability is stable, prefer easy tasks). Furthermore, teachers' self-reported instructional practices (mastery- vs. performance-oriented) played an important role in the development of students' motivational frameworks. The more a teacher reported emphasizing that children demonstrate competence in the classroom (i.e., performance-oriented instructional practices), the more students endorsed an entity framework at the end of the school year, even after controlling for students' beginning-of-year frameworks. These findings have significant implications for theory as well as practice, as they show that even in the early elementary grades, teacher-reported instructional practices are linked to the development of students' motivational frameworks, which in turn, are linked to students' mathematics achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01