Teacher Beliefs as Predictors of Adolescents' Cognitive Engagement and Achievement in Mathematics

Autor/inn/en	Archambault, Isabelle; Janosz, Michel; Chouinard, Roch
Titel	Teacher Beliefs as Predictors of Adolescents' Cognitive Engagement and Achievement in Mathematics
Quelle	In: Journal of Educational Research, 105 (2012) 5, S.319-328 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2011.629694
Schlagwörter	Mathematics Achievement; Academic Achievement; Foreign Countries; Mathematics Teachers; Secondary School Students; Teacher Attitudes; Predictor Variables; Correlation; Learner Engagement; Longitudinal Studies; Disadvantaged; High Achievement; Low Achievement; Socioeconomic Status; Role; Self Efficacy; Teacher Expectations of Students; Secondary School Teachers; Canada + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; Ausland; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Sekundarschüler; Lehrerverhalten; Prädiktor; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Unterdurchschnittliche Leistung; Socio-economic status; Sozioökonomischer Status; Rollen; Self-efficacy; Selbstwirksamkeit; Kanada
Abstract	The authors explored the moderating effect of teachers' expectancies and general sense of efficacy on the relationship between students' achievement and their cognitive engagement and achievement 1 year later. They used hierarchical linear modeling with a longitudinal sample of 79 mathematics teachers and their 1,364 secondary school students coming from 33 schools serving disadvantaged communities in Quebec (Canada). Results indicate that teachers' self-reported beliefs directly influenced student academic experience. However, they did not influence more importantly low-achieving than high-achieving students. Such findings suggest that in schools serving low socioeconomic status students, teachers should be made aware of the role their attitudes can play on students' cognitive engagement and achievement. Special efforts should also be made to help them develop positive attitudes toward all students. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10