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

Archambault, Isabelle; Janosz, Michel; Chouinard, Roch

doi:10.1080/00220671.2011.629694

Cited by 87 publications

(44 citation statements)

References 57 publications

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“…However, at least at one EYE school, they do not have this personal teaching efficacy for building intrinsic motivation in their students. This is concerning, because teacher expectations are predictors of student cognitive engagement and achievement in math (Archambault et al, 2012). Additionally, if the students recognize that their teachers' hold such negative beliefs about their abilities to selfregulate, it is likely to have a negative impact on student motivation and achievement (Archambault et al, 2012;Midgely et al, 1989).…”

Section: Discussionmentioning

confidence: 99%

“…The student belief that teachers are not as supportive in junior high has a negative impact on the students' perceptions of the usefulness and importance of math (Midgely et al, 1989). For low performing students, this early negative impact on performance may make future improvements difficult as they progress through junior high and into high school (Archambault et al, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…There is a great deal of research suggesting that teachers' beliefs about students impacts teachers' success in teaching them (e.g., Archambault, Janosz, and Chouinard, 2012). Just as student attributions are important in determining their success, so too can teacher beliefs about students play a role.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Teacher Beliefs about Motivating and Teaching Students to Carry out Engineering Design Challenges: Some Initial Data

Haneghan¹,

Pruet²,

Neal-Waltman³

et al. 2015

Journal of Pre-College Engineering Education Research (J-PEER)

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The present study examines middle school teachers' beliefs about seven learning outcomes related to a project that involves developing and examining the effects of a set of engineering design modules constructed for use by middle school math and science teachers. Overall, the teachers involved in the intervention appear to believe they have the instructional skills, professional development, and resources to carry out the modules. Teachers from all of the schools (both intervention and comparison schools) for the most part valued the outcomes as important. Results of the study indicate that, although teachers believe they value and can obtain most of these outcomes; beliefs vary by school and other factors. One area where teachers do not seem strongly efficacious in some schools is that of fostering intrinsic motivation in their students. Teachers in one of the schools where the modules were implemented did not feel their students were capable of becoming intrinsically motivated. The implications for implementing engineering education in middle school of these beliefs and other attitudes are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Teacher Beliefs about Motivating and Teaching Students to Carry out Engineering Design Challenges: Some Initial Data

Haneghan¹,

Pruet²,

Neal-Waltman³

et al. 2015

Journal of Pre-College Engineering Education Research (J-PEER)

View full text Add to dashboard Cite

show abstract

“…Focusing on both individual and whole-classroom teacher strategies enables a deeper understanding of reasons underlying teachers' strategies. Recently, two studies of teacher expectancies involved how whole-classroom characteristics affect teachers' instructional strategies, showing that teacher perceptions of classroom characteristics affect use of extrinsically-oriented or intrinsically-oriented motivational strategies (Rubie-Davies et al 2012) and students' learning outcomes (Archambault et al 2012). These studies suggest that autonomy-supportive or controlling motivational strategies indeed can depend on teachers' perceptions of the whole classroom in addition to perceptions of and subsequent strategies towards individual students.…”

Section: Teachers' Personal Beliefs and Their Motivational Strategiesmentioning

confidence: 99%

Motivational teacher strategies: the role of beliefs and contextual factors

Hornstra

Mansfield

Veen³

et al. 2015

Learning Environ Res

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Teachers are key actors who shape the learning environment and whose main tasks include motivating students to learn. Teachers can differ in the way in which they try to motivate students to learn and their motivational strategies can vary from autonomysupportive to controlling. The present study explored how teachers' personal beliefs and contextual factors relate to their self-reported autonomy-supportive or controlling motivational strategies. Nine grade six teachers at schools with varying student populations were interviewed. Based on their self-reported motivational strategies, two clusters of teachers were distinguished: teachers who mainly reported autonomy-supportive strategies and teachers who mainly reported controlling motivational strategies. The strategies of autonomy-supportive teachers aligned well with their personal beliefs and preferences, whereas some teachers in the controlling cluster would prefer more autonomy-supportive strategies. Underlying reasons for more controlling teaching strategies were mainly contextual, including 'factors from above' such as national standards or high-stakes testing, but mainly 'factors from below' referring to negative perceptions of students' abilities, behaviour, background characteristics or motivation. Implications are drawn and suggestions for further research are provided.

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“…And Stipek et al (2001) maintain that the level of confidence teachers have as mathematics teachers is associated with their students' self-efficacy as learners of mathematics. In a study involving Canadian mathematics teachers, Archambault, Janosz, and Chouinard (2012) found a small but significant positive correlation between teacher self-efficacy and student achievement. Previous studies specific to student self-efficacy in mathematics have consistently shown a positive correlation between student confidence or self-efficacy in learning mathematics and achievement in the subject (Kloosterman, 1991;Kung, 2009;Petty, Wang, & Harbaugh, 2013).…”

Section: Student Factors and Teachers' Self-efficacy And Job Satisfacmentioning

confidence: 97%

Examining school context and its influence on teachers

Austin¹,

Adesope²,

French³

et al. 2015

OECD Education Working Papers

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JT03373363Complete document available on OLIS in its original format This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. Working Papers describe preliminary results or research in progress by the authors and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD, 2 rue André-Pascal, 75775 Paris Cedex 16, France. EDU/WKP(2015)4 UnclassifiedEnglishThis document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org.Comment on the series is welcome, and should be sent to edu.contact@oecd.org.This working paper has been authorised by Andreas Schleicher, Director of the Directorate for Education and Skills, OECD. -------------------------------------------------------------------------www.oecd.org/edu/workingpapers --------------------------------------------------------------------------COPYRIGHT © OECD 2015 EDU/WKP(2015)4 3 AbstractThe Organisation for Economic Cooperation and Development (OECD) has linked data from the Teaching and Learning International Survey (TALIS) of teachers of 15-year-old students with school-level data from the Programme for International Student Assessment (PISA), a survey of 15-year-old students. The purpose of this study is to present an exploratory analysis of the combined TALIS-PISA data by examining the relationship of school-level student measures to teacher outcomes. In other words, this paper examines how student factors in a school may influence teachers' work, their attitudes, and their perceived needs for support. Survey responses were collected from teachers and students in eight countries. Data from 26 610 teachers were combined with student measures, aggregated by school, from 103 077 students.Regression, hierarchical linear and multilevel models were used to analyse the data. Teacher outcomes that were modelled included professional development, collaboration, and self-efficacy. Student measures included attitudes about math and school, PISA math achievement, and Economic, Social and Cultural Status (ESCS). Interactions involving teacher measures such as gender and years of experience crossed with student outcomes were examined. Separate models for mathematics teachers were also explored. Findings var...

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

Cited by 87 publications

References 57 publications

Teacher Beliefs about Motivating and Teaching Students to Carry out Engineering Design Challenges: Some Initial Data

Teacher Beliefs about Motivating and Teaching Students to Carry out Engineering Design Challenges: Some Initial Data

Motivational teacher strategies: the role of beliefs and contextual factors

Examining school context and its influence on teachers

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