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1.
Errors are often perceived by students as self-threatening and not as learning opportunities. The present work focuses on contextual influences on reactions to errors and learning processes. Based on prior research, a conceptualization of perceived error climate in the classroom with eight subdimensions and one superordinate uniform factor is proposed and a newly developed student questionnaire for its assessment is presented. Results of a study with N = 1116 students from 56 mathematics classrooms in German secondary schools indicated the validity of the error climate conceptualization and the suitability of the questionnaire. Moreover, the results showed that perceived error climate in the classroom predicted the adaptivity of students’ individual reactions to errors above and beyond perceived classroom goal structures and personal achievement motivation (academic self-concept, mastery goal orientation). In addition, the study provided evidence that perceived error climate affects – partially mediated through students’ individual reactions to errors – the quantity and self-regulation of students’ effort. 相似文献
2.
The present study investigates whether teacher perceptions of students’ cognitive skills, their learning motivation, and their classroom behavior differ according to students’ socioeconomic status, immigrant background, and gender. Data from N = 4746 German fourth graders and data from their parents and teachers were analyzed using structural equation modeling. Controlling for student achievement as measured in a standardized achievement test and student motivation as measured by student and parent reports, we found that teachers overestimated the cognitive skills of high-SES students and girls in comparison to those of low-SES students and boys. Similarly, teachers perceived high-SES students, students who are not from an immigrant background, and girls as having a higher learning motivation and as having more cognitive skills. Finally, we found that teachers’ perceptions of students’ learning motivation and classroom behavior mediated the relationship between student characteristics and cognitive skills as perceived by the teacher. 相似文献
3.
Kathryn R. Wentzel Ann Battle Shannon L. Russell Lisa B. Looney 《Contemporary educational psychology》2010
Young adolescents’ perceptions of teachers’ and peers’ multiple classroom supports were examined in relation to motivational outcomes (interest and social goal pursuit). Responses from sixth (n = 120), seventh (n = 115), and eighth (n = 123) grade students concerning four dimensions of support (expectations for specific behavioral and academic outcomes, provisions of help, safety, and emotional nurturing) indicated that social supports differ as a function of students’ sex, grade level, teacher, and classroom, and in their relations to interest and social goal pursuit. Relations of students’ perceptions to motivational outcomes differed as a function of source of support. In addition, students’ perceptions of teacher and peer supports differed as a function of teacher and classroom. In general, findings confirm the utility of a multi-dimensional approach to social support that acknowledges the independent as well as interactive contributions of teachers and peers to student motivation. 相似文献
4.
This study aims to add empirical evidence to the generalized internal/external frames of reference (GI/E) model, according to which students' social and dimensional achievement comparisons might not only be related to students' self-concepts but also to perceptions of the learning environment. In a sample of N = 4926 German students, math and language achievements were measured along with two facets of students' perceptions of the learning environment, i.e., perceived instructional quality of math and language classes and perceived relations to math and language teachers. In the GI/E path model, achievement and perceptions of the learning environment were positively related within matching domains but negatively related or unrelated across non-matching domains. This pattern of relations indicates that social and dimensional achievement comparisons contribute to the formation of students' perceptions of the learning environment but the pattern of relations was stronger for math than for language achievement. Students' perceptions of instructional quality were more strongly related to achievement than perceptions of student–teacher relations. The findings were generalizable across same-aged elementary and secondary school students. The results are discussed regarding their implications for the proposed GI/E model and their importance for future research. 相似文献
5.
The purpose of this study was to examine how adult students’ perceptions of their learning environment vary as a function of their achievement goal orientations. Study 1 (n = 196) reports the development of a questionnaire that focuses on aspects of instruction presumably linked to student motivation. In Study 2, students (n = 167) were classified into groups according to their goal orientation profiles, and then compared in terms of their evaluations of the learning environment and their relation to it. Students with different motivational profiles perceived the learning environment somewhat differently, with most differences reflecting the students’ view of their own role in studying. The findings will be discussed in terms of how personal and contextual factors contribute to the development of individuals’ motivation. 相似文献
6.
The purpose of this study was to explore the hypothesis that learning is enhanced through the act of teaching others. Specifically, two experiments aimed to disentangle the relative effects of teaching expectancy (i.e., preparing to teach) and actually teaching (i.e., explaining to others for instructional purposes) on learning. Some participants studied a lesson on the Doppler Effect without the expectation of later teaching the material and then took a comprehension test on the material (control group). Other students studied the same lesson with instructions that they would later teach the material; of those expecting to teach, some participants actually taught the material by presenting a brief video-recorded lecture before being tested (teaching group), whereas others only prepared to teach before being tested (preparation group). Results of Experiment 1 indicated that both the preparation group and teaching group significantly outperformed the control group on an immediate comprehension test (Teaching vs. Control: d = 0.82; Preparation vs. Control: d = 0.59). However, when the same test was given following a one-week delay (Experiment 2), only the teaching group significantly outperformed the control group (Teaching vs. Control: d = 0.79; Preparation vs. Control: d = 0.24). Overall, these findings suggest that when students actually teach the content of a lesson, they develop a deeper and more persistent understanding of the material than from solely preparing to teach. 相似文献
7.
Eric Dearing Beth M. CaseyColleen M. Ganley Miriam TillingerElida Laski Christine Montecillo 《Early childhood research quarterly》2012
The present study addressed girls’ (N = 127) early numerical and spatial reasoning skills, within the context of a critical environment in which these cognitive skills develop, namely their homes. Specifically, proximal links between distal family socioeconomic conditions and first-grade girls’ arithmetic and spatial skills were examined (mean age = 6.72 years; SD = .34). The proximal roles of two factors were considered: the general learning characteristics of girls’ homes, and the kinds of math and spatial learning activities in which girls participated. General quality of the home learning environment and specific math activities mediated the relation between family socioeconomics and girls’ arithmetic skills. In contrast, socioeconomics and home learning experiences were related to girls’ spatial skills indirectly only through their verbal skills; spatial activities were not proximal predictors of spatial skills. For both arithmetic and spatial skills, mothers’ spatial skills were a strong predictor. Future research and intervention implications of these findings are discussed. 相似文献
8.
In this study we examined the effectiveness of Tekster [Texter], a comprehensive program for writing for the upper elementary grades, combining strategy instruction, text structure instruction, and the teaching of self-regulation skills with observational learning, explicit instruction, and (guided) practice to address both the focus of instruction (what is taught) and the mode of instruction (how it is taught). Further, we investigated the added value of a professional development program for teachers on the effectiveness and implementation of the intervention in the classroom, by adopting a teachers-training-teachers approach. One group of teachers (N = 31) was trained by experts, and subsequently trained their colleagues (N = 37). Quasi-experimental results showed that students’ writing performance improved after the intervention (ES = 0.55), while generalizing over tasks, students, and teachers. Further, teachers became more positive and felt more efficacious about teaching writing after the intervention. There were no differences between trainers and trainees, which provides evidence for the spillover effect of professional development. To get more insight in how teachers implemented the intervention in their classroom and in the social validity of the intervention and the teachers-training-teachers approach, we triangulated post-intervention questionnaires with classroom observations and interviews. This mixed methods approach revealed that both trainers and trainees were highly satisfied with the program and easily adapted their focus of instruction. However, for adjusting the mode of instruction more teacher support seems to be needed. 相似文献
9.
Classroom level data driven decision-making (DDDM) involves the use of data to identify patterns of performance that reveal students’ academic strengths and weaknesses relative to established learning goals, and the planning of instructional practices to support academic success for all students. Although DDDM is not a new paradigm in education, little is known about what variables facilitate teacher adoption of DDDM practices. The aim of this work was to introduce two such variables, DDDM efficacy and DDDM anxiety, and a measure of these constructs, the DDDM efficacy and anxiety (3D-MEA) inventory. The 1728 participants in this study were K-12 teachers who had experienced varying levels of DDDM professional development in a Pacific Northwestern state. Exploratory factor analysis (EFA) (n = 864) and confirmatory factor analysis (CFA) (n = 864) were utilized to evaluate the psychometric properties of the 3D-MEA Inventory. Results supported a five-factor model. A discussion of the results and their implications ensue. 相似文献
10.
M. Tim Mainhard Mieke BrekelmansPerry den Brok Theo Wubbels 《Contemporary educational psychology》2011,36(3):190-200
In this study the mean stability of classroom social climates during the first months of the school year and the deviation of individual classrooms (N = 48) and students (N = 1208) from this general trend were investigated by taping students’ interpersonal perceptions of their teachers. Multilevel growth modeling was used to identify the average development of the classroom social climate and between classroom and student differences in terms of this development. While significant differences between classrooms and students were found, these differences were rather stable over time. Most classrooms showed a slightly u-shaped trajectory. In only very few classrooms the quality of the social climate had increased at the end of the research period as compared to the very first lesson. Differences in the development between classrooms were associated to the emotional distance between teacher and students during the first lesson of the school year. 相似文献
11.
In this classroom intervention study, reciprocal teaching (RT) of reading strategies was combined with explicit instruction in self-regulated learning (SRL) to promote the reading comprehension of fifth-grade students (N = 306). Twelve intact classes were randomly assigned either to an RT + SRL condition or to an RT condition without explicit instruction in self-regulation. Three additional classes served as a no-treatment comparison group. Strategies instruction was delivered by trained assistants in conventional German language lessons. Students practiced the application of these strategies in small groups. Both at posttest and at maintenance (8 weeks after the intervention), students in the two intervention conditions (RT and RT + SRL) outperformed comparison students in measures of reading comprehension, strategy-related task performance, and self-efficacy for reading. Relative to RT students, students in the RT + SRL condition were better able to maintain training-induced performance gains over the follow-up interval. A moderated mediation analysis revealed that this difference in the sustainability of the two treatments was (a) mediated by the successful mastery of the learned strategies and (b) most evident among students with poor reading fluency skills. 相似文献
12.
This study uses an experimental approach to investigate effects that analyzing videos of one’s own versus others’ teaching and experience with video has on teacher learning, particularly on knowledge activation and professional vision (N = 67). Teachers who analyzed their own teaching experienced higher activation, indicated by higher immersion, resonance, and motivation. Contrary to our assumptions differences with regard to professional vision were not straightforward. In tendency, teachers noticed more relevant components of teaching and learning but were less self-reflective with regard to articulating critical incidents. 相似文献
13.
A well defined line of research has been conducted on the role of self-efficacy (Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.) in teaching and learning environments. The purpose of this study was to examine the effect of Laboratory-Based (LB) and Field-Based (FB) practicum experience on pre-service teachers' efficacy levels within one Physical Education Teacher Education program. The participants were 59 undergraduate students who were placed into two groups, LB design (n = 31) and FB design (n = 28). A quasi-experimental design with two levels of treatment and no control group was implemented. Both groups were administered a version of the Teacher Efficacy Scale (TES) adapted for physical education teachers at four stages of their preservice program: (1) at or near entry; (2) at the start of their methods course sequence; (3) at the end of the methods course sequence, just prior to student teaching; and (4) at program completion. Results from a Repeated Measures ANOVA indicated significant differences between groups on one facet of teacher efficacy at Stages 2 and 3. Those differences are attributed to the differing levels of authentic teaching practice between groups, and the challenges posed to each group of preservice teachers prior to student teaching. By the end of student teaching, both groups' efficacy levels were essentially equal, perhaps due to the similarly high level of authenticity across all subjects in that key experience. This study also highlights the importance of on-going, appropriate and authentic challenges in eventually establishing strong and stable efficacy levels among preservice teachers 相似文献
14.
Liesbeth Kester Paul A. KirschnerJeroen J.G. van Merriënboer 《Contemporary educational psychology》2006
Troubleshooting in a practice situation requires two types of information, namely for reasoning about the problem-cause and for finding an adequate solution (declarative information) and for manipulating the environment (procedural information). It is hypothesized that presenting this information piece-by-piece during practice (i.e., presentation of declarative and procedural information separately) frees up working memory and facilitates learning. Moreover, this effect is augmented when both information types are presented just-in-time (i.e., declarative information before practice and procedural information during practice). This should yield highest test performance and instructional efficiency, which is defined as higher test performance combined with lower mental effort during practice. Eighty-five students (49 male, 36 female; M = 15.2 years, SD = .59) participated in a 2 × 2 factorial experiment with the factors timing of declarative information and timing of procedural information, both before or during practice. Transfer test scores and transfer efficiency scores support the first hypothesis; the second hypothesis was not supported. 相似文献
15.
Marja-Kristiina Lerkkanen Eve Kikas Eija Pakarinen Pirjo-Liisa Poikonen Jari-Erik Nurmi 《Early childhood research quarterly》2013
This study examined the extent to which mothers’ trust toward the classroom teacher of their child in first grade is related to observed teaching practices in Finland and Estonia. Sixty-six teachers (32 in Finland, 34 in Estonia) were observed using the Early Childhood Classroom Observation Measure (ECCOM; Stipek & Byler, 2004). Mothers in Finland (n = 266) and in Estonia (n = 348) filled in questionnaires measuring their trust in their child's first grade teacher. The connection between mothers’ education, child gender, and classroom size in relation to mothers’ trust was also investigated. The results of multilevel modeling showed that mothers in both countries trusted more in teachers who were characterized by a higher level of child-centered teaching practices than teacher-directed teaching practices. Furthermore, Estonian mothers showed greater trust in more experienced teachers. The results emphasize the importance of teaching practices in promoting mothers’ trust in their child's teacher. 相似文献
16.
Julianne C. Turner DeLeon L. Gray Lynley H. Anderman Heather S. Dawson Eric M. Anderman 《Contemporary educational psychology》2013
We investigated the relation of students’ perceptions of mastery goal structure and of teacher support. Original formulations of achievement goal theory proposed that social–relational aspects of classrooms were integral to perceptions of a mastery goal structure, but these components have not survived in current conceptions of goal theory. Recent studies have found that student perceptions of mastery goal structure and of teacher support are highly interrelated, if not identical constructs. We propose that the interrelations between these perceptions may, in fact, emerge over time, as suggested by Tharp, Estrada, Dalton, and Yamauchi’s (2000) four stage model of the development of intersubjectivity between students and teachers. Students in grade 6 (N = 1197, 65 classrooms) and in grade 7 (N = 1036, 37 classrooms) reported perceptions of the mastery goal structure and of teacher support in the fall and the spring. Structural equation models with maximum likelihood estimation were used to test two competing models. We hypothesized that student perceptions of mastery goal structures and of teacher support were separate constructs in the fall, but converged by spring. The hypothesized model fit the data better than the alternative model for 6th and 7th grade students. Our findings both replicated those of others, and suggest that students’ perceptions of classroom environments develop over time. Theoretical implications include the reexamination of current conceptualizations of mastery goal structure and the stability of motivational constructs. Methodological implications include timing measurement occasions to assess possible changes in perceptions during the school year. 相似文献
17.
In the context of competitive classroom settings and relativistic assessment schedules, some groups of students may particularly benefit from an emphasis on personal progress and personal growth approaches to their academic development. Building on recent promising results from general samples of high school students (undifferentiated by academically at-risk sub-groups within them) and dominant models of attention and executive functioning, the present study examines the potential of personal best (PB) goals for students with attention-deficit/hyperactivity disorder (ADHD). The study focuses on N = 87 students with ADHD and N = 3374 non-ADHD peers from the same schools and year levels – in addition to a supplementary analysis of a randomly drawn non-ADHD sub-sample of N = 87 and a second supplementary analysis controlling for achievement. Multi-group multivariate path analyses demonstrated (a) significant and positive associations between PB goals and academic outcomes (achievement and behavioral engagement) for students with ADHD, (b) similar positive effects for non-ADHD students (N = 3374), (d) replicated results with the randomly drawn non-ADHD sub-sample (N = 87), (e) similar findings when controlling for achievement, and (f) absolute parameter estimates that trended larger for students with ADHD than non-ADHD students. These findings indicate that the positive role of PB goals may generalize across diverse student groups and that there appears to be merit in broadly promoting PB goals amongst ADHD (and, potentially, other academically at-risk students) and non-ADHD students alike. 相似文献
18.
This article investigates justice judgments concerning grading. In two studies with secondary students (N1 = 350 academic-track students; N2 = 225 intermediate [n = 81] and academic-track students [n = 144]) attending the 7th to the 12th grade level, participants were presented with vignettes describing three different grading systems: criterion-referenced grading, norm-referenced grading, and individual-referenced grading. The subjects graded and other situational characteristics were varied. In both studies, factor analyses consistently revealed that students’ justice judgments were contingent on the comparison standard applied, but independent of other situational characteristics. Criterion-referenced grading was rated as the most just practice, individual-referenced grading as almost just, and norm-referenced grading as almost unjust. The better the grades received the more the students evaluated criterion-referenced grading to be just. Students attending intermediate-track schools did not object to norm-referenced grading as strongly as their peers at academic-track schools did. Consequences for teachers’ grading practices are discussed. 相似文献
19.
Two longitudinal studies used a person-centered approach to examine the stability and change in students’ achievement goal orientations within a school year (i.e., during 9th grade; measurement period 4 months, N = 530) and between school years (i.e., across 11th and 12th grade; measurement period 12 months, N = 519). Distinct groups of students with different motivational profiles were extracted in both studies with considerable consistency in profiles across the two academic contexts (i.e., lower and upper secondary school). Four groups of students were identified in both studies: indifferent, success-oriented, mastery-oriented, and avoidance-oriented. Students’ motivational profiles were substantially stable; about 60% of all students displayed a stable motivational profile over time. Furthermore, most changes in the group memberships were directed towards similar groups. Findings support the conception of achievement goal orientation as an enduring disposition that reflects students’ generalized beliefs and tendencies to select certain goals and to favor certain outcomes. 相似文献