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1.
Hand-raising is an everyday student behavior during classroom discourse. The present study investigates hand-raising as an observable indicator of behavioral engagement and its relation to student achievement. We examine students’ hand-raising behavior during a videotaped lesson in high school classrooms (N = 266 students). Results from multilevel regression modeling linked the frequency of students’ engagement in hand-raising to academic achievement. Further, structural equation modeling was applied to investigate the interrelations between hand-raising, cognitive engagement, and teacher emotional support. Results indicate that hand-raising is associated with cognitive engagement and perceptions of teacher support and suggest that hand-raising may mediate the relation between teacher emotional support and academic achievement. The discussion highlights the utility of student hand-raising as a proxy for students’ active participation and engagement. We emphasize the study’s contribution to the engagement literature.  相似文献   

2.
Student cooperativeness underlies high quality teacher-student relationships, and has been positively associated with students' school engagement. Fostering cooperative rather than oppositional student behavior might be especially helpful for protecting at-risk students against academic failure. To understand how exactly students' cooperativeness can be fostered, we investigated the interpersonal behaviors of secondary school teachers and at-risk students during dyadic interactions (N = 82 dyads) in the context of positive teacher-student relationships. Using Continuous Assessment of Interpersonal Dynamics, moment-to-moment teacher and student behavior was captured in terms of interpersonal agency (dominance vs. submissiveness) and communion (opposition vs. cooperation). Time-series analyses were used to analyze interpersonal behavior within individuals, within dyads, and between dyads. Cooperative student behavior was most likely if teachers acted friendly and cooperatively and if teachers ‘loosened up’ their agency and the structure they imposed on the interaction repeatedly, which may give students more freedom to express themselves and to cooperate.  相似文献   

3.
The current paper explores how students’ relationships with their teachers, parents, and friends might differentially impact their academic experience and success, by presenting and integrating the results of two related studies. In the first study, survey methods and structural equation modeling are used to describe the similar and different effects that developmental relationships with teachers, parents, and friends seem to have on middle- and high-school students’ academic motivation, GPA, and perceptions of school climate. Relationships with teachers directly predicted all three outcomes at the middle school level, and motivation and school climate at the high school level. Relationships indirectly predicted high school GPA, through motivation. Student-teacher relationships, and parent-teacher relationships, also indirectly predicted middle school GPA, through motivation. Relationships with parents directly predicted only motivation in middle school. Relationships with friends directly predicted school climate at both levels. The results from Study 1 showed the central importance of teacher-student relationships on student motivation and led the research team to qualitatively look in study #2 at how teachers build relationships that motivate students and how students experience those relationships. Study 2 used student focus groups and a grounded theory, open coding approach to analysis to identify commonly occurring themes describing what practices teachers used successfully, in students’ eyes, to build strong relationships with students and boost their academic motivation. These practices focused on how teachers expressed care, provided support, challenged students to grow, shared power with them, and expanded their sense of possibilities. The mixed methods produce an overall study that uniquely captures both a global and more granular, practice-oriented view of the ways in which differing developmental relationships in young people’s lives affect their connection to and success in school.  相似文献   

4.
This paper examines students’ achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous research, whereas teacher motivation is considered a decisive factor influencing students’ interest. So far, however, most research either focused on knowledge or motivation (both on the students’ as well as the teachers’ side), rarely investigating them together or examining the instructional mechanisms through which the supposed effects of teacher knowledge and motivation are facilitated. In the present study, N = 77 physics teachers and their classes in Germany and Switzerland are investigated utilizing a multi‐method approach in combining data obtained from test‐instruments (teacher pedagogical content knowledge, student achievement) and questionnaires (teacher motivation, student interest, student perceived enthusiastic teaching) as well as videotaped instruction (cognitive activation rated by observers). Multi‐level structural equation modeling was used to support the assumptions that teacher pedagogical content knowledge positively predicted students’ achievement; the effect was mediated by cognitive activation. Teachers’ motivation predicted students’ interest which was mediated by enthusiastic teaching as perceived by students. Neither did teacher pedagogical content knowledge predict students’ interest, nor teacher motivation students’ achievement. This implies that in order to improve students’ cognitive as well as affective outcomes, both teachers’ knowledge but also their motivation need to be considered. © 2016 The Authors. Journal of Research in Science Teaching Published by Wiley Periodicals, Inc. J Res Sci Teach 54:586–614, 2017  相似文献   

5.
Three studies examined the perception among college students that school performance is instrumental to future goal attainment. Study 1, an exploratory study involving free report goal assessments, indicated that perceived instrumentality (PI) is a subjectively salient aspect of college students’ achievement motivation. Study 2 provided evidence for the structural distinctiveness of PI from self-efficacy, task value, and the achievement goals, and also demonstrated that PI prospectively predicts unique variance in graded performance beyond that accounted for by these motivational variables. Study 3 demonstrated that PI prospectively predicts unique variance in graded performance independently of future time orientation. We argue that a comprehensive understanding of the purposes underlying classroom achievement behavior requires consideration of how school performance may be perceived as instrumental to the attainment of valued life goals.  相似文献   

6.
Academic enjoyment is an important educational construct given that it benefits students' engagement, persistence, wellbeing, and mental health. In this study, we examine two factors that determine this crucial emotion, namely student- and class-level achievement. Past research has been restricted to single-country or single-domain examinations of secondary school students, limiting generalizability of findings. To bridge this gap, we utilize the Trends in International Mathematics and Science Study and the Progress in International Reading Literacy Study (TIMSS-PIRLS) combined 2011 data (N = 180,084 4th-grade students, 37 countries). Our results provide robust evidence that student-level achievement positively predicts enjoyment in math, science, and reading, while the effects of class-level achievement are negative—the Happy-Fish-Little-Pond Effect. These results showed relative universality across the domains and countries examined.  相似文献   

7.
Student ratings are widely used to assess teaching quality in primary and secondary education. This necessitates a thorough examination their validity and reliability in such contexts. To this end, we present validity evidence for using student ratings of teaching quality based on their factorial structure, comparability across grades and subjects, and relation to achievement. Based on data from the 2019 Trends in Mathematics and Science Study (TIMSS) and its national extensions in Norway (N = 3951 5th graders and N = 4575 9th graders), we could confirm a theoretically assumed three-dimensional factor structure (i.e., classroom management, cognitive activation, and supportive climate). Moreover, classroom management and supportive climate were more comparable across grades and subjects then cognitive activation. Finally, classroom management was associated with achievement across all groups, whereas other dimensions showed mixed results, especially across grades. Overall, the findings indicate that students, especially in Grade 9, can provide a valid assessment of teaching quality.  相似文献   

8.
Using the theoretical framework of achievement goal theory, this study investigated the accuracy of teachers' judgments of their students' motivation. Self-report data were gathered on the mastery, performance-approach, and performance-avoidance goals of 1140 German secondary school students (mean age = 14.24) in five academic subjects (English, Mathematics, German, second foreign language, and Biology). Their teachers in each of the five subjects (N = 176) were asked to judge students' achievement goals. Multilevel regression analyses revealed that teacher ratings of students' motivation statistically significantly predicted student ratings in all five subjects for mastery and performance-approach motivation, but not for performance-avoidance motivation. Assessment of differences in teachers' judgment accuracy across classrooms revealed some variability in teachers' ability to judge their students' mastery and performance-approach goals. Exploratory analyses showed that teaching experience, teacher gender, student age, and student gender did not systematically explain variation in judgment accuracy. Future research should examine other characteristics potentially influencing teachers' judgment accuracy and investigate the effect of teachers' judgment accuracy on students' motivation.  相似文献   

9.
Different cross-domain trajectories in the development of students’ ability self-concepts (ASCs) and their intrinsic valuing of math and language arts were examined in a cross-sequential study spanning Grades 1 through 12 (n = 1,069). Growth mixture modeling analyses identified a Moderate Math Decline/Stable High Language Arts class and a Moderate Math Decline/Strong Language Arts Decline class for students’ ASC trajectories. Students’ intrinsic value trajectories included a Strong Math Decline/Language Arts Decline Leveling Off, a Moderate Math Decline/Strong Language Arts Decline, and a Stable Math and Language Arts Trajectories class. These classes differed with regard to student characteristics, including gender, family background, and math and reading aptitudes. They also resulted in different high school math course enrollments, career aspirations, and adult careers.  相似文献   

10.
The purpose of this study was to examine the effects of student responsiveness on teachers granting relational power to students, and to determine if this power influenced how teachers evaluated student essays. Rather than student verbal and nonverbal responsiveness interacting, student nonverbal responsiveness significantly impacted the coercive, reward, and referent power that teachers granted students. Student verbal and nonverbal responsiveness affected the expert power that teachers granted students. Nine to 18% of the variance in relational power was attributed to student responsiveness. Additionally, student referent power significantly predicted teachers’ evaluation of student essays accounting for 11% of the variance.  相似文献   

11.
This study explored negative emotional, behavioral, and academic performance outcomes for highly mobile students and potential protective factors. Participants were fourth and fifth-grade students (N = 647, 51% male) from three schools with low socioeconomic status, highly mobile student populations within a large, suburban school district in the midwestern United States. Data were collected through student self-report surveys, teacher-report surveys, and school records. Multilevel moderation analysis tested whether school connectedness (SC) or social and emotional competence (SEC) acted as protective factors for highly mobile students, moderating the effect of school mobility on emotional problems and academic performance. Student mobility was associated with more emotional problems and lower academic performance. In contrast to past research, there was not an association between mobility and behavior problems. Although they did not act as protective factors, SC and SEC were independently associated with fewer emotional problems and stronger reading performance for all students, controlling for mobility. Results build on existing evidence that student mobility has negative effects on emotional and academic outcomes and lend support for interventions focused on enhancing SC and SEC of all students, including those at increased risk due to high mobility.  相似文献   

12.
The purpose of this study is to understand predictors of different learning outcomes among various student background characteristics, types of learning motivation and engagement behaviors. 178 junior students were surveyed at a 4-year research university in Taiwan. The scales of motivation, engagement and perceived learning outcomes were adapted from the Motivated Strategies for Learning Questionnaire and the National Survey of Student Engagement College Student Report. Multiple hierarchical regression analysis was used in data analysis. Findings confirm that different student background characteristics and learning motivation can predict different learning outcomes. However, student engagement behaviors cannot significantly predict different types of learning outcomes when student background and learning motivation variables are included. This study also finds that student’s majors play an important role in explaining learning outcomes. Overall, the findings highlight the importance of learning motivation and suggest that instructors can provide students with more successful learning experiences to ensure more confidence in their learning abilities.  相似文献   

13.
We investigated whether teachers’ judgments of students’ aptitude had reciprocal effects on students’ motivation and math grades. We expected that teachers’ judgments of students’ aptitude would predict students’ grades and motivation, and that teachers’ judgments would also be predicted by these two aspects. A sample of N = 519 elementary school students was investigated at four measurement occasions from the end of third until the end of fourth grade. Students reported their self-concepts and intrinsic task values in math. Teachers (N = 27) judged students’ aptitude in math and provided students’ math grades. Cross-lagged panel analyses revealed that students’ prior grades and prior self-concepts (but not intrinsic task values) had positive effects on teachers’ subsequent judgments of student aptitude. Also, teachers’ prior judgments of student aptitude predicted students’ subsequent grades but not motivation. The findings underscore the importance of teachers’ judgments for students’ achievement development and give insights into which students’ motivational variables influence teachers’ perceptions of students’ aptitude.  相似文献   

14.
This study examined the utility of parent socialization models for understanding teachers' influence on student adjustment in middle school. Teachers were assessed with respect to their modeling of motivation and to Baumrind's parenting dimensions of control, maturity demands, democratic communication, and nurturance. Student adjustment was defined in terms of their social and academic goals and interest in class, classroom behavior, and academic performance. Based on information from 452 sixth graders from two suburban middle schools, results of multiple regressions indicated that the five teaching dimensions explained significant amounts of variance in student motivation, social behavior, and achievement. High expectations (maturity demands) was a consistent positive predictor of students' goals and interests, and negative feedback (lack of nurturance) was the most consistent negative predictor of academic performance and social behavior. The role of motivation in mediating relations between teaching dimensions and social behavior and academic achievement also was examined; evidence for mediation was not found. Relations of teaching dimensions to student outcomes were the same for African American and European American students, and for boys and girls. The implications of parent socialization models for understanding effective teaching are discussed.  相似文献   

15.
This study aims to investigate how learning-relevant cognitive and motivational-affective characteristics, such as pre-knowledge and interest, are intrapersonally connected within students. This person-centered research thereby adds to prior findings by simultaneously analyzing student profiles in the domains of mathematics and German language arts on all school tracks within the German secondary school system. In a subsample of the German National Educational Panel Study involving 10,025 ninth-grade students, a latent profile analysis is conducted to identify student profiles. The results reveal five student profiles in German language arts (strong, struggling [motivation], struggling [cognitive], over,- underestimating) and five student profiles in mathematics (strong, struggling, over,- underestimating, average-uninterested). One of the student profiles, the underestimating student profile, is found most frequently in both domains (Ø32%). Students from higher school tracks, and especially females, are most often allocated to an underestimating profile in both domains. Lastly, the results indicate domain-specific student profiles.  相似文献   

16.
ABSTRACT

Previous studies have shown that several key variables influence student achievement in geometry, but no research has been conducted to determine how these variables interact. A model of achievement in geometry was tested on a sample of 102 high school students. Structural equation modeling was used to test hypothesized relationships among variables linked to successful problem solving in geometry. These variables, including motivation, achievement emotions, pictorial representation, and categorization skills, were examined for their influence on geometry achievement. Results indicated that the model fit well. Achievement emotions, specifically boredom and enjoyment, had a significant influence on student motivation. Student motivation influenced students’ use of pictorial representations and achievement. Pictorial representation also directly influenced achievement. Categorization skills had a significant influence on pictorial representations and student achievement. The implications of these findings for geometry instruction and for future research are discussed.  相似文献   

17.
This empirical study used Keller’s (Technol Instr Cogn Learn 16:79–104, 2008b) motivation, volition, and performance (MVP) theory to develop and statistically evaluate a mathematical MVP model that can serve as a research and policy tool for evaluating students’ learning experiences in digital environments. Specifically, it explored undergraduate biology students’ learning and attitudes toward e-texts using a MVP mathematical model in two different e-text environments. A data set (N = 1334) that included student motivation and e-text information processing, frustration with using e-texts, and student ability variables was used to evaluate e-text satisfaction. A regression analysis of these variables revealed a significant model that explained 77% of the variation in student e-text satisfaction in both e-text learning environments. Student motivation and intrinsic cognitive load were positive predictors of student satisfaction, while extraneous cognitive load and student prior knowledge and background variables were negative predictors. Practical implications for e-text learning and generalizability of a mathematical MVP model are discussed.  相似文献   

18.
This article reports a study of secondary students’ perceptions of mathematics classroom learning environment and their associations with their motivation towards mathematics. A sample of 81 students (19 male and 62 female) in two schools were used. Student perceptions of the classroom environment were assessed using a modified What Is Happening In this Class? (WIHIC) questionnaire. Associations between student perceptions of the learning environment and motivation towards mathematics were examined using simple correlation and multiple regression analyses. The results of the t tests for independent samples indicated a statistically significant difference in student perceptions between different school types. Student perceptions on some of the modified WIHIC scales were statistically significantly associated with student motivation. The results suggest that teachers wishing to improve student motivation towards mathematics, in general, should emphasise the learning environment dimensions that are assessed by the WIHIC. The findings have implications for teachers of mathematics and head teachers, particularly those in secondary schools.  相似文献   

19.
Little research has simultaneously examined the differential effects of autonomy support from parents, teachers, and peers (social agents) on students’ psychological need satisfaction, motivation, and school engagement. Drawing from Self-Determination Theory, this study examined the joint effects of perceived autonomy support from these three social agents on psychological needs, motivation, and engagement of 614 Chinese primary school students. Results revealed that perceived autonomy support from parents, teachers, and peers positively and uniquely predicted student psychological need satisfaction. The effect was strongest for parental autonomy support, although a model constraining the paths from all three social agents to be equal fit equally well. Need satisfaction predicted greater self-determined motivation and student engagement and mediated the effects of all three social agents on student motivation and engagement. The model showed strong gender invariance. The results highlight the importance of targeting all three social agents in multi-level interventions that aim to optimize student motivation and school engagement.  相似文献   

20.
Over the last several decades, instructional communication scholars have studied and measured student motivation as an important learning outcome. Unfortunately, this research has lacked theoretical guidance and has treated student motivation as a construct that varies only in quantity, ignoring existing theory that suggests student motivation is best understood as a construct that differs in quality (i.e., intrinsic motivation). To create two new measures that incorporate theoretical explanations of student motivation, three studies (N = 1,067) were undertaken using self-determination theory (SDT) to operationalize students’ intrinsic motivation as a product of basic psychological need satisfaction. In the first two studies, the Student Psychological Needs Scale and the Intrinsic Motivation to Learn Scale were developed and validated. In the third study, parallel mediation analyses supported SDT’s prediction that the fulfillment of students’ psychological needs (i.e., autonomy, competence, relatedness) would mediate the relationship between personalized education practices and intrinsic motivation to learn.  相似文献   

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