The Connection between Teaching and Learning: Linking Teaching Quality and Metacognitive Strategy Use in Primary School

Autor/inn/en	Rieser, Svenja; Naumann, Alexander; Decristan, Jasmin; Fauth, Benjamin; Klieme, Eckhard; Büttner, Gerhard
Titel	The Connection between Teaching and Learning: Linking Teaching Quality and Metacognitive Strategy Use in Primary School
Quelle	In: British Journal of Educational Psychology, 86 (2016) 4, S.526-545 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12121
Schlagwörter	Correlation; Metacognition; Educational Quality; Learning Activities; Hypothesis Testing; Hierarchical Linear Modeling; Student Motivation; Instructional Effectiveness; Classroom Techniques; Elementary School Teachers; Science Teachers; Elementary School Students; Video Technology; Questionnaires; Foreign Countries; Student Attitudes; Learning Strategies; Germany + Suchen Sie Ihr Suchwort? Korrelation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Quality of education; Bildungsqualität; Lernaktivität; Hypothesenprüfung; Hypothesentest; Schulische Motivation; Unterrichtserfolg; Klassenführung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Fragebogen; Ausland; Schülerverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Deutschland
Abstract	Background: In order for teaching to be successful, students need to be actively involved in learning. However, research on teaching effectiveness often neglects students' learning activities. Although it is assumed that effective teaching promotes the use of beneficial learning activities, empirical evidence for this connection is still limited. Aims: This study aimed to investigate the connection between effective teaching and reported learning activities. We hypothesize specific relations between a three-dimensional model of teaching quality (i.e., cognitive activation, supportive climate, and classroom management) and students' reported use of metacognitive strategies. Students' intrinsic motivation is considered as a mediator and a moderator of this connection. Sample: N = 1,052 students from 53 German primary school classes and their science teachers participated. Methods: Data were collected through classroom or video observation and questionnaires over a period of approximately 2 months. Multilevel analysis was utilized to test our hypotheses. Results: Each dimension of teaching quality positively predicted students' reported use of metacognitive strategies. For supportive climate, this connection was mediated by students' intrinsic motivation. Cognitive activation negatively predicted the slopes between students' reported metacognitive strategy use and motivation. Conclusions: The results support the notion that effective teaching is connected to learning activities and stress the importance of students' learning motivation. Results from the cross-level interaction could indicate that especially less motivated students' reported metacognitive strategy use might be supported by cognitively activating teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01