TY - JOUR ER - TY - JOUR TI - Teachers’ Content Knowledge and Pedagogical Content Knowledge: The Role of Structural Differences in Teacher Education AU - Kleickmann, Thilo AU - Richter, Dirk AU - Kunter, Mareike AU - Elsner, Jürgen AU - Besser, Michael AU - Krauss, Stefan AU - Baumert, Jürgen T2 - Journal of Teacher Education AB - Pedagogical content knowledge (PCK) and content knowledge (CK) are key components of teacher competence that affect student progress. However, little is known about how teacher education affects the development of CK and PCK. To address this question, our research group constructed tests to directly assess mathematics teachers? CK and PCK. Based on these tests, we compared the PCK and CK of four groups of mathematics teachers at different points in their teaching careers in Germany. Confirmatory factor analyses showed that PCK and CK measurement was satisfactorily invariant across the teacher populations considered. As expected, the largest differences in CK and PCK were found between the beginning and the end of initial teacher education. Differences in the structures of teacher education were reasonably well reflected in participants? CK and PCK. DA - 2013/01/01/ PY - 2013 DO - 10.1177/0022487112460398 VL - 64 IS - 1 SP - 90 EP - 106 SN - 0022-4871 UR - https://doi.org/10.1177/0022487112460398 Y2 - 2024/09/17/ ER - TY - JOUR TI - Identifying affective domains that correlate and predict mathematics performance in high-performing students in Singapore AU - Lim, Siew Yee AU - Chapman, Elaine T2 - Educational Psychology DA - 2015/08/18/ PY - 2015 DO - 10.1080/01443410.2013.860221 VL - 35 IS - 6 SP - 747 EP - 764 J2 - Educational Psychology SN - 0144-3410 UR - https://doi.org/10.1080/01443410.2013.860221 ER - TY - JOUR TI - Mathematics achievement and self-efficacy: Relations with motivation for mathematics AU - Skaalvik, Einar M. AU - Federici, Roger A. AU - Klassen, Robert M. T2 - International Journal of Educational Research AB - In this study we analyzed if teacher support and student self-efficacy mediated the relations between students’ grades in mathematics and different measures of mathematics motivation. Participants in the study were 823 Norwegian middle school students. Indicators of motivation were intrinsic motivation, effort, persistence, and help-seeking behavior. Data were analyzed by means of multiple regression and SEM analysis. The relations between students’ grades and motivation were partly mediated through emotional support and self-efficacy. DA - 2015/01/01/ PY - 2015 DO - 10.1016/j.ijer.2015.06.008 VL - 72 SP - 129 EP - 136 J2 - International Journal of Educational Research SN - 0883-0355 UR - https://www.sciencedirect.com/science/article/pii/S0883035515000634 KW - Effort KW - Help-seeking behavior KW - Intrinsic motivation KW - Mathematics KW - Persistence KW - Self-efficacy KW - Teacher support ER - TY - CHAP TI - Development of Achievement Motivation and Engagement AU - Wigfield, Allan AU - Eccles, Jacquelynne S. AU - Fredricks, Jennifer A. AU - Simpkins, Sandra AU - Roeser, Robert W. AU - Schiefele, Ulrich T2 - Handbook of Child Psychology and Developmental Science AB - Abstract In this chapter we review the research on the development of children's motivation and engagement. We organize our review into four major sections: the development of children's achievement motivation; gender, cultural, and ethnic differences in children's motivation; socialization of motivation in the family; and socialization of motivation in school. We take a social-cognitive expectancy-value theoretical perspective to organize our discussion of this work. We first discuss the development of children's motivation and engagement and take another look at the often-observed decline in motivation, focusing on new work showing different patterns in these declines among different groups of children. We also discuss how children's motivation relates to their performance and choice, two kinds of outcomes of major importance to children's healthy development. The second major section discusses gender, ethnic, and cultural differences in children's motivation and the important advances researchers have made in understanding these over the past 10 years. In the family and school socialization sections we focus on processes by which parents, teachers, and schools can impact children's motivation both positively and negatively. We note the similarities of these processes across socializers: Providing appropriate challenges and emotional warmth and support, and having high expectations for children. We discuss the need for more integrative studies of how parents and also teachers impact children's motivation. We conclude the chapter with a discussion of important future directions: A continuing focus on culture and motivation, further examination of motivation in specific domains and contexts, a stronger focus on biological influences on the development of motivation, and a consideration of unconscious processes and their impact on the development of motivation. DA - 2015/03/23/ PY - 2015 SP - 1 EP - 44 SN - 978-1-118-96341-8 UR - https://doi.org/10.1002/9781118963418.childpsy316 Y2 - 2024/09/17/ KW - achievement KW - culture KW - development KW - engagement KW - family influences KW - gender KW - goals KW - intrinsic motivation KW - motivation KW - school influences KW - self-efficacy KW - self-regulation KW - values ER - TY - BOOK TI - Social foundations of thought and action: A social cognitive theory. AU - Bandura, Albert T2 - Social foundations of thought and action: A social cognitive theory. AB - A comprehensive theory of human motivation and action from a social cognitive perspective is presented in this book. It deals with the prominent roles played by cognitive, vicarious, self-reflective, and self-regulatory processes in psychosocial functioning. The book is organized to emphasize the reciprocal causation through the interplay of cognitive, behavioral, and environmental factors. Albert Bandura systematically applies this social cognitive theory to personal and social change. Among its highlights, the book: covers a wide range of issues relating to human thought, motivation, and behavior; provides a theory of social diffusion and innovation that integrates modeling and social-network influences; shows how converging technological changes are transforming the nature and scope of human influence; [and] analyzes the determinants and processes governing personal and social change. Because of its relevance it [the book] will be of interest to readers in many different disciplines including psychology, education, sociology, communications, political science, business, and law. (PsycINFO Database Record (c) 2016 APA, all rights reserved) CY - Englewood Cliffs, NJ, US DA - 1986/// PY - 1986 SP - xiii, 617 PB - Prentice-Hall, Inc SN - 0-13-815614-X (Hardcover) KW - *Behavior KW - *Motivation KW - *Social Perception KW - Cognitive Processes KW - Self-Management KW - Social Change ER - TY - ELEC TI - Matematiikan parhaat osaajat perusopetuksessa ja toisella asteella : pitkittäistutkimus matematiikan osaamisen ja asenteiden kehittymisestä vuosina 2005-2015 UR - https://helda.helsinki.fi/items/523306be-441b-481c-bd71-e84f2f3fa6a4 Y2 - 2024/09/17/09:43:17 L2 - files/11/523306be-441b-481c-bd71-e84f2f3fa6a4.html ER - TY - THES TI - Matematiikan parhaat osaajat perusopetuksessa ja toisella asteella: Pitkittäistutkimus matematiikan osaamisen ja asenteiden kehittymisestä vuosina 2005–2015 AU - Niemi, Laura DA - 2022/// PY - 2022 DP - Zotero LA - fi M3 - Ph.D. thesis PB - University of Helsinki UR - http://urn.fi/URN:ISBN:978-951-51-8476-4 L1 - files/12/Niemi - Matematiikan parhaat osaajat perusopetuksessa ja t.pdf ER - TY - JOUR TI - Perceived expertise among physical education teachers: the role of personal and contextual factors AU - Lentillon-Kaestner, Vanessa AU - Cece, Valerian AU - Guillet-Descas, Emma T2 - Teacher Development DA - 2024/01/01/ PY - 2024 DO - 10.1080/13664530.2023.2291052 VL - 28 IS - 1 SP - 44 EP - 62 J2 - Teacher Development SN - 1366-4530 UR - https://doi.org/10.1080/13664530.2023.2291052 ER - TY - JOUR TI - The last 40 years in Finnish teacher education AU - Tirri, Kirsi T2 - Journal of Education for Teaching DA - 2014/10/20/ PY - 2014 DO - 10.1080/02607476.2014.956545 VL - 40 IS - 5 SP - 600 EP - 609 J2 - Journal of Education for Teaching SN - 0260-7476 UR - https://doi.org/10.1080/02607476.2014.956545 ER - TY - JOUR TI - Opportunities to develop student’s math-related agency in primary education: the role of teacher beliefs AU - Leijen, Äli AU - Baucal, Aleksandar AU - Pikk, Kristi AU - Uibu, Krista AU - Pajula, Liisi AU - Sõrmus, Maarja T2 - European Journal of Psychology of Education AB - Teacher beliefs and practices related to them could provide varying opportunities for students to develop their agency related to learning math. The aim of the current paper is to explore how different math teacher beliefs (concerning the nature of mathematics, constructivist beliefs, and self-efficacy) relate to different dimensions of student agency in primary education. A two-level multilevel model was analyzed to find out to what extent selected teacher beliefs are associated with student math competence and agency dimensions. The study was conducted in Estonia and data from 3rd and 4th grade students (N = 1557) and their teachers (N = 121) was included in the analysis. The results showed that teacher self-efficacy beliefs, constructivist beliefs, and static views on the nature of mathematics were related to students’ agency dimensions. Possible explanations and directions for further studies are discussed. DA - 2024/06/01/ PY - 2024 DO - 10.1007/s10212-023-00771-9 VL - 39 IS - 2 SP - 1637 EP - 1659 J2 - European Journal of Psychology of Education SN - 1878-5174 UR - https://doi.org/10.1007/s10212-023-00771-9 ER - TY - JOUR TI - Elementary school teachers' self-efficacy, student-perceived support and students’ mathematics interest AU - Oppermann, Elisa AU - Lazarides, Rebecca T2 - Teaching and Teacher Education AB - Teachers' self-efficacy beliefs have been shown to be related to their supportive teaching practices and to adolescents' motivation. Yet, little is known about these relations in elementary school. The present study examined the longitudinal effects of teachers' self-efficacy on student-perceived teacher support and students' mathematics interest with a sample of 2082 students and 133 teachers in third and fourth grade. Results revealed that teachers' self-efficacy was longitudinally related to student-perceived support, which – in turn – was positively related to students' interest. The findings underline the relevance of teachers' self-efficacy beliefs and teacher support for the development of students’ interest in elementary school. DA - 2021/07/01/ PY - 2021 DO - 10.1016/j.tate.2021.103351 VL - 103 SP - 103351 J2 - Teaching and Teacher Education SN - 0742-051X UR - https://www.sciencedirect.com/science/article/pii/S0742051X21000755 KW - Mathematics KW - Teacher support KW - Elementary school KW - Interest KW - Multilevel analyses KW - Teacher self-efficacy ER - TY - JOUR TI - Considering Teachers’ Beliefs, Motivation, and Emotions Regarding Teaching Mathematics With Digital Tools: The Effect of an In-Service Teacher Training AU - Reinhold, Frank AU - Strohmaier, Anselm AU - Finger-Collazos, Zoraida AU - Reiss, Kristina T2 - Frontiers in Education AB - Mathematics teachers’ motivational and emotional orientations regarding digital tools in mathematics classrooms are key aspects influencing whether and how technology is used to teach mathematics—making the support of those characteristics one central goal for teacher education. In this article we investigated if and how a workshop-based in-service teacher training can foster teachers’ perceived value of digital media in mathematics education, their self-efficacy, and their anxiety towards teaching mathematics with digital tools. In an intervention study with N = 83 in-service teachers with varying teaching experience, we used cluster analysis based on their experience, value, self-efficacy, and anxiety before the intervention to determine three different teacher orientations regarding teaching mathematics with digital tools. Paired sample t-tests with pretest and posttest data revealed that for two of three clusters these beliefs, motivation, and emotions changed in a positive way during the intervention while for the third no change was found. Our study sheds light on the role of motivational and emotional orientations for the implementation of digital tools in mathematics education: it shows that these orientations can be utilized to cluster teachers on this topic and illustrates that these orientations can be successfully fostered—while individual differences may exist in the effect and success of interventions. DA - 2021/// PY - 2021 VL - 6 J2 - Frontiers in Education SN - 2504-284X UR - https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2021.723869 ER - TY - JOUR TI - Motivational Beliefs, Values, and Goals AU - Eccles, Jacquelynne S. AU - Wigfield, Allan T2 - Annual Review of Psychology AB - ▪ Abstract This chapter reviews the recent research on motivation, beliefs, values, and goals, focusing on developmental and educational psychology. The authors divide the chapter into four major sections: theories focused on expectancies for success (self-efficacy theory and control theory), theories focused on task value (theories focused on intrinsic motivation, self-determination, flow, interest, and goals), theories that integrate expectancies and values (attribution theory, the expectancy-value models of Eccles et al., Feather, and Heckhausen, and self-worth theory), and theories integrating motivation and cognition (social cognitive theories of self-regulation and motivation, the work by Winne & Marx, Borkowski et al., Pintrich et al., and theories of motivation and volition). The authors end the chapter with a discussion of how to integrate theories of self-regulation and expectancy-value models of motivation and suggest new directions for future research. DA - 2002/// PY - 2002 DO - https://doi.org/10.1146/annurev.psych.53.100901.135153 VL - 53 IS - Volume 53, 2002 SP - 109 EP - 132 SN - 1545-2085 UR - https://www.annualreviews.org/content/journals/10.1146/annurev.psych.53.100901.135153 KW - self-regulation ER - TY - JOUR TI - From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation AU - Eccles, Jacquelynne S. AU - Wigfield, Allan T2 - Contemporary Educational Psychology AB - Eccles and colleagues’ expectancy-value theory of achievement choice has guided much research over the last 40+ years. In this article, we discuss five “macro” level issues concerning the theory. Our broad purposes in taking this approach are to clarify some issues regarding the current status of the theory, make suggestions for next steps for research based in the theory, and justify our decision to call the theory Situated Expectancy-Value Theory (SEVT). First, we note how visual representations of the model make it appear static, linear, and monolithic, something that was not intended from its inception. Second, we discuss definitions of the major psychological constructs in the model, focusing on our and others’ elaboration of the task value component, particularly the “cost” component. In this section we also discuss research on the development of expectancies and values. Third, we discuss the often-neglected middle part of the model focused on how individuals understand and interpret their own performance as well as the many messages they receive from different socializers regarding their activity participation and performance. In the fourth section we discuss the situative and culturally-focused aspects of the model, stressing the impact of the situation and cultural background on children’s developing expectancy and value hierarchies. The fifth issue (one that we mention in several of the previous sections) concerns the importance of understanding the development of individuals’ hierarchies of expectancies of success and subjective task values and how they relate to performance, choice, and engagement. DA - 2020/04/01/ PY - 2020 DO - 10.1016/j.cedpsych.2020.101859 VL - 61 SP - 101859 J2 - Contemporary Educational Psychology SN - 0361-476X UR - https://www.sciencedirect.com/science/article/pii/S0361476X20300242 KW - Development of expectancies and values KW - Expectancy-value theory KW - Hierarchies of expectancies and values KW - Motivation interventions ER - TY - JOUR TI - Expectancy-value theory to situated expectancy-value theory: Reflections on the legacy of 40+ years of working together. AU - Eccles, Jacquelynne S. AU - Wigfield, Allan T2 - Motivation Science AB - In this article, we reflect on our long-standing collaboration that has focused on understanding the development of motivational beliefs, motivated behaviors, and engagement and their relation to different outcomes. We begin with our individual biographies and how we came to work together. Next, we discuss the ways in which Eccles, Wigfield, and their colleagues reconceptualized and expanded classic expectancy-value theory as a framework that can be used to understand individual and group differences in achievement-related performance and choice in mathematics and other academic domains, such as gender differences in math and science, technology, engineering, and mathematics participation. We then turn to a summary of results from three longitudinal studies designed to address various aspects of the theory, particularly the predicted links of expectancies and values to achievement-related performance and choice, and how the key motivational beliefs and subjective task values develop across the school years and beyond. We conclude with discussion of our change of the name of the theory from expectancy-value theory to situated expectancy-value theory and comment on where we hope work based in situated expectancy-value theory will go to build on our legacy. (PsycInfo Database Record (c) 2023 APA, all rights reserved) DA - 2023/// PY - 2023 DO - 10.1037/mot0000275 VL - 9 IS - 1 SP - 1 EP - 12 SN - 2333-8121(Electronic),2333-8113(Print) KW - *Motivation KW - *Expectations KW - *Human Sex Differences KW - *Social Influences KW - Adolescent Development KW - Attitudes KW - Childhood Development KW - Theories KW - Values ER - TY - BOOK TI - Social foundations of thought and action: A social cognitive theory. AU - Bandura, Albert T2 - Social foundations of thought and action: A social cognitive theory. AB - A comprehensive theory of human motivation and action from a social cognitive perspective is presented in this book. It deals with the prominent roles played by cognitive, vicarious, self-reflective, and self-regulatory processes in psychosocial functioning. The book is organized to emphasize the reciprocal causation through the interplay of cognitive, behavioral, and environmental factors. Albert Bandura systematically applies this social cognitive theory to personal and social change. Among its highlights, the book: covers a wide range of issues relating to human thought, motivation, and behavior; provides a theory of social diffusion and innovation that integrates modeling and social-network influences; shows how converging technological changes are transforming the nature and scope of human influence; [and] analyzes the determinants and processes governing personal and social change. Because of its relevance it [the book] will be of interest to readers in many different disciplines including psychology, education, sociology, communications, political science, business, and law. (PsycINFO Database Record (c) 2016 APA, all rights reserved) CY - Englewood Cliffs, NJ, US DA - 1986/// PY - 1986 SP - xiii, 617 PB - Prentice-Hall, Inc SN - 0-13-815614-X (Hardcover) KW - *Behavior KW - *Motivation KW - *Social Perception KW - Cognitive Processes KW - Self-Management KW - Social Change ER - TY - JOUR TI - Emotions and motivation in mathematics education: theoretical considerations and empirical contributions AU - Schukajlow, Stanislaw AU - Rakoczy, K. AU - Pekrun, R. T2 - ZDM AB - Emotions and motivation are important prerequisites, mediators, and outcomes of learning and achievement. In this article, we first review major theoretical approaches and empirical findings in research on students’ emotions and motivation in mathematics, including a discussion of how classroom instruction can support emotions and motivation. Based on this review, we encourage researchers from mathematics education and other disciplines of educational research to combine their efforts. Second, we provide an overview of the contributions in this special issue, most of which reflect such a combination of efforts by considering perspectives from both mathematics education and other fields of educational research. Finally, we consider the neglect of intervention studies and outline directions for future research. We identify intervention studies that target emotions and motivation as one promising but so far underrepresented line of research in mathematics education and review results from existing intervention studies. For future research, we suggest that researchers should implement fine-grained concepts, assessment instruments, theoretical hypotheses, and methods of analysis tailored to the specific features of the mathematical domain to adequately investigate students’ emotions and motivation in this domain. DA - 2017/06/01/ PY - 2017 DO - 10.1007/s11858-017-0864-6 VL - 49 IS - 3 SP - 307 EP - 322 J2 - ZDM SN - 1863-9704 UR - https://doi.org/10.1007/s11858-017-0864-6 ER - TY - JOUR TI - Achievement motivation theory: Balancing precision and utility AU - Anderman, Eric M. T2 - Contemporary Educational Psychology AB - The articles in this special issue review the impressive bodies of research that have been generated from achievement motivation theories, emphasizing developments over the past 20 years. In this commentary, I first discuss some of the most noteworthy contributions that have emerged from each of the theories. I then discuss the extent to which there are commonalities across theories; I point out that whereas there is some overlap, this overlap allows for precision in research, but also at times leads to confusion for practitioners and policymakers. Finally, I discuss the degree of alignment between current motivation theory and contemporary education policy and practice. Motivation researchers are examining some important contemporary practice- and policy-related issues; nevertheless, this research has not been systematic across theories. DA - 2020/04/01/ PY - 2020 DO - 10.1016/j.cedpsych.2020.101864 VL - 61 SP - 101864 J2 - Contemporary Educational Psychology SN - 0361-476X UR - https://www.sciencedirect.com/science/article/pii/S0361476X20300291 KW - Self-efficacy KW - Expectancy-value theory KW - Achievement goal theory KW - Attributions KW - Motivation KW - Self-determination theory KW - Social-cognitive theory ER - TY - JOUR TI - Consistency, longitudinal stability, and predictions of elementary school students' task interest, success expectancy, and performance in mathematics AU - Nuutila, Katariina AU - Tuominen, Heta AU - Tapola, Anna AU - Vainikainen, Mari-Pauliina AU - Niemivirta, Markku T2 - Learning and Instruction AB - This study examined cross-task consistency and longitudinal stability in elementary school students' task interest, success expectancy, and performance from fourth to sixth grade, and their predictive effects on sixth-grade intrinsic value, self-concept, and achievement in mathematics. The results demonstrated consistency in interest, success expectancy, and performance across tasks and stability over time, and these to predict domain-specific motivation and achievement. Virtually no evidence for reciprocal effects was found for task-specific measures, as only previous task performance predicted change in later success expectancy. Cross-lagged effects were observed, however, for predictions of task motivation and performance on domain-specific motivation and achievement, so that success expectancy predicted intrinsic value, interest predicted self-concept, and task performance predicted both self-concept and achievement. Based on the findings, it would seem that students' task-related motivational experiences are associated with their domain-specific beliefs, and that those, in turn, are to some extent manifested in students' task motivation. DA - 2018/08/01/ PY - 2018 DO - 10.1016/j.learninstruc.2018.04.003 VL - 56 SP - 73 EP - 83 J2 - Learning and Instruction SN - 0959-4752 UR - https://www.sciencedirect.com/science/article/pii/S0959475217301986 KW - Intrinsic value KW - Mathematics performance KW - Self-concept KW - Success expectancy KW - Task interest ER - TY - JOUR TI - Am I a math person? Linking math identity with students’ motivation for mathematics and achievement AU - Radišić, Jelena AU - Krstić, Ksenija AU - Blažanin, Barbara AU - Mićić, Katarina AU - Baucal, Aleksandar AU - Peixoto, Francisco AU - Schukajlow, Stanislaw T2 - European Journal of Psychology of Education AB - Based on the expectancy-value perspective on identity and identity formation, this paper explores the relationship between math identity (MI) and the dimensions of motivation (i.e. intrinsic value, attainment value, utility value and perceived competence) and math achievement in primary school. An additional aim of our research was to explore these relationships in different cultural contexts and investigate potential gender and grade differences concerning MI. The participants were 11,782 primary school students from Norway, Sweden, Estonia, Finland, Portugal and Serbia. All predictors from the motivation spectrum were significant for students’ MI across the examined countries and had a stronger association with MI than math achievement. Among the motivational dimensions, intrinsic value had the strongest association with students’ MI. Boys had significantly more positive math identities than girls in Estonia, Finland, Norway and Portugal. The results showed that the grade 4 students perceived themselves less as “math persons” than their grade 3 peers in all countries. DA - 2024/06/01/ PY - 2024 DO - 10.1007/s10212-024-00811-y VL - 39 IS - 2 SP - 1513 EP - 1536 J2 - European Journal of Psychology of Education SN - 1878-5174 UR - https://doi.org/10.1007/s10212-024-00811-y ER - TY - JOUR TI - The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice AU - Pekrun, Reinhard T2 - Educational Psychology Review AB - This article describes the control-value theory of achievement emotions and its implications for educational research and practice. The theory provides an integrative framework for analyzing the antecedents and effects of emotions experienced in achievement and academic settings. It is based on the premise that appraisals of control and values are central to the arousal of achievement emotions, including activity-related emotions such as enjoyment, frustration, and boredom experienced at learning, as well as outcome emotions such as joy, hope, pride, anxiety, hopelessness, shame, and anger relating to success or failure. Corollaries of the theory pertain to the multiplicity and domain specificity of achievement emotions; to their more distal individual and social antecedents, their effects on engagement and achievement, and the reciprocal linkages between emotions, antecedents and effects; to the regulation and development of these emotions; and to their relative universality across genders and cultures. Implications addressed concern the conceptual integration of emotion, motivation, and cognition, and the need to advance mixed-method paradigms. In closing, implications for educational practice are discussed. DA - 2006/12/01/ PY - 2006 DO - 10.1007/s10648-006-9029-9 VL - 18 IS - 4 SP - 315 EP - 341 J2 - Educational Psychology Review SN - 1573-336X UR - https://doi.org/10.1007/s10648-006-9029-9 ER - TY - JOUR TI - Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions AU - Ryan, Richard M. AU - Deci, Edward L. T2 - Contemporary Educational Psychology AB - Self-determination theory (SDT) is a broad framework for understanding factors that facilitate or undermine intrinsic motivation, autonomous extrinsic motivation, and psychological wellness, all issues of direct relevance to educational settings. We review research from SDT showing that both intrinsic motivation and well-internalized (and thus autonomous) forms of extrinsic motivation predict an array of positive outcomes across varied educational levels and cultural contexts and are enhanced by supports for students’ basic psychological needs for autonomy, competence, and relatedness. Findings also show a dynamic link between teacher and student motivation, as teachers are themselves impacted and constrained by controlling mandates, institutional pressures, and leadership styles. Ironically, despite substantial evidence for the importance of psychological need satisfactions in learning contexts, many current educational policies and practices around the globe remain anchored in traditional motivational models that fail to support students’ and teachers’ needs, a knowledge versus policy gap we should aspire to close. DA - 2020/04/01/ PY - 2020 DO - 10.1016/j.cedpsych.2020.101860 VL - 61 SP - 101860 J2 - Contemporary Educational Psychology SN - 0361-476X UR - https://www.sciencedirect.com/science/article/pii/S0361476X20300254 ER - TY - JOUR TI - Measuring cost: The forgotten component of expectancy-value theory AU - Flake, Jessica Kay AU - Barron, Kenneth E. AU - Hulleman, Christopher AU - McCoach, Betsy D. AU - Welsh, Megan E. T2 - Contemporary Educational Psychology AB - Although the Expectancy-Value Model offers one of the most influential models for understanding motivation, one component of this model, cost, has been largely ignored in empirical research. Fortunately, recent research is emerging on cost, but no clear consensus has emerged for operationalizing and measuring it. To address this shortcoming, we outline a comprehensive scale development process that builds and extends on prior work. We conducted a literature review of theory and existing measurement, a qualitative study with students, a content alignment with experts, exploratory and confirmatory factor analysis, and a correlational study. In the literature and across our studies, we found that cost was salient to students, separate from expectancy and value components, contained multiple dimensions, and related to student outcomes. This work led to proposing a new, 19 item cost scale with four dimensions: task effort cost, outside effort cost, loss of valued alternatives cost, and emotional cost. In addition, to extend existing cost measures, careful attention was taken to operationalize the cost dimensions such that the scale could be easily used with a wide variety of students in various contexts. Directions for future research and the implications for the study of motivation are discussed. DA - 2015/04/01/ PY - 2015 DO - 10.1016/j.cedpsych.2015.03.002 VL - 41 SP - 232 EP - 244 J2 - Contemporary Educational Psychology SN - 0361-476X UR - https://www.sciencedirect.com/science/article/pii/S0361476X15000089 KW - Motivation KW - Cost KW - Expectancy-value model KW - Measurement KW - Scale development ER - TY - JOUR TI - Interrelations among expectancies, task values, and perceived costs in undergraduate biology achievement AU - Perez, Tony AU - Dai, Ting AU - Kaplan, Avi AU - Cromley, Jennifer G. AU - Brooks, Wanda D. AU - White, Arianna C. AU - Mara, Kyle R. AU - Balsai, Michael J. T2 - Learning and Individual Differences AB - Expectancy-value theory highlights the roles of students' expectancies, task values, and perceived costs in their motivation and achievement. While ample research has highlighted the positive associations of expectancy beliefs and task values with academic achievement, research on students' perceived costs is in its infancy. We investigated the temporal interrelations among expectancies, task values and different types of perceived cost, the role of these constructs in biology achievement, and the role of perceived costs as a moderator in the relations of expectancy beliefs to biology achievement. A cross-lagged path analysis of semester-long data from 234 undergraduate biology students pointed to variable relations among expectancies, task values, perceived costs, and biology achievement. For example, while early expectancy beliefs related to later attainment and interest value, early task values and perceived costs did not relate to later expectancy beliefs. Furthermore, early attainment value related to later effort and opportunity cost. Expectancy beliefs and effort and opportunity cost in biology were associated with final biology grade. Finally, effort cost moderated the relations between expectancy beliefs and students' final grades. These findings provide evidence for the dynamic relations among perceived costs, task values, and expectancy beliefs over a semester and point to the interplay between expectancies and perceived costs in their relation to academic achievement in science. DA - 2019/05/01/ PY - 2019 DO - 10.1016/j.lindif.2019.04.001 VL - 72 SP - 26 EP - 38 J2 - Learning and Individual Differences SN - 1041-6080 UR - https://www.sciencedirect.com/science/article/pii/S1041608019300433 KW - Motivation KW - Expectancy-value KW - Perceived costs KW - Science achievement ER - TY - JOUR TI - An expectancy-value-cost approach in predicting adolescent students’ academic motivation and achievement AU - Jiang, Yi AU - Rosenzweig, Emily Q. AU - Gaspard, Hanna T2 - Contemporary Educational Psychology AB - In the context of learning, cost has mostly been discussed under the expectancy-value framework and defined as the perceived negative consequences of task engagement. The issue of cost has recently attracted growing interest among scholars, because it may provide insights regarding how to predict students’ avoidance motivation and behavior. In the present study, we investigated the potential benefits of an expectancy-value-cost approach for predicting outcomes related to adolescent students’ academic motivation and achievement in math. Using two data sets (N = 637 and N = 211) of middle and high school students, we found that cost could successfully explain additional variance in multiple different variables related to academic motivation and achievement, beyond what could be predicted by expectancy and value. In particular, cost emerged as an important factor in predicting adolescent students’ adoption of avoidance goals, negative classroom affect, maladaptive academic outcomes, and exam scores. Findings of the present study extend the scope of expectancy-value theory by highlighting the importance of using expectancy, task value, and cost together to predict students’ academic motivation and educational outcomes. DA - 2018/07/01/ PY - 2018 DO - 10.1016/j.cedpsych.2018.06.005 VL - 54 SP - 139 EP - 152 J2 - Contemporary Educational Psychology SN - 0361-476X UR - https://www.sciencedirect.com/science/article/pii/S0361476X17300358 KW - Self-efficacy KW - Expectancy-value theory KW - Motivation KW - Cost KW - Achievement KW - Task value ER - TY - JOUR TI - Self-construal and students’ math self-concept, anxiety and achievement: An examination of achievement goals as mediators AU - Luo, Wenshu AU - Hogan, David AU - Tan, Liang See AU - Kaur, Berinderjeet AU - Ng, Pak Tee AU - Chan, Melvin T2 - Asian Journal of Social Psychology AB - This study examines the role of self-construal in student learning by testing a mediation model: through math achievement goals, self-construal predicts math self-concept and anxiety, which further predict math achievement. A sample of 1196 students from 104 secondary classes in Singapore took a survey and a math achievement test. The results from multi-group structural equation modelling support measurement invariance and equal path coefficients in the mediation model between boys and girls. Interdependent self-construal positively predicted mastery approach and avoidance goals, through which interdependent self-construal had a positive total indirect effect on math anxiety. Independent self-construal positively predicted mastery approach, performance approach and performance avoidance goals, and through the two approach goals, high independent self-construal was associated with high math self-concept. Overall, self-construal was not associated with math achievement. The findings enhance our understanding of achievement motivation from a sociocultural perspective and help explain East Asian students? relatively higher anxiety and lower self-concept in comparison with their Western counterparts as reported in international studies. DA - 2014/09/01/ PY - 2014 DO - 10.1111/ajsp.12058 VL - 17 IS - 3 SP - 184 EP - 195 J2 - Asian Journal of Social Psychology SN - 1367-2223 UR - https://doi.org/10.1111/ajsp.12058 Y2 - 2024/09/18/ KW - achievement KW - achievement goals KW - anxiety KW - self-concept KW - self-construal ER - TY - JOUR TI - Mathematics achievement and self-efficacy: Relations with motivation for mathematics AU - Skaalvik, Einar M. AU - Federici, Roger A. AU - Klassen, Robert M. T2 - International Journal of Educational Research AB - In this study we analyzed if teacher support and student self-efficacy mediated the relations between students’ grades in mathematics and different measures of mathematics motivation. Participants in the study were 823 Norwegian middle school students. Indicators of motivation were intrinsic motivation, effort, persistence, and help-seeking behavior. Data were analyzed by means of multiple regression and SEM analysis. The relations between students’ grades and motivation were partly mediated through emotional support and self-efficacy. DA - 2015/01/01/ PY - 2015 DO - 10.1016/j.ijer.2015.06.008 VL - 72 SP - 129 EP - 136 J2 - International Journal of Educational Research SN - 0883-0355 UR - https://www.sciencedirect.com/science/article/pii/S0883035515000634 KW - Effort KW - Help-seeking behavior KW - Intrinsic motivation KW - Mathematics KW - Persistence KW - Self-efficacy KW - Teacher support ER - TY - JOUR TI - Self-efficacy and performance in mathematics: Reciprocal determinism in 33 nations. AU - Williams, Trevor AU - Williams, Kitty T2 - Journal of Educational Psychology AB - Reciprocal determinism is a central premise of Bandura’s (1986) social cognitive theory. Studies of the relationship between self-beliefs and performance tend to draw on this or related theories and usually endorse the notion of reciprocal determinism at a substantive–theoretical level. However, attempts to model this postulated mutual influence of self-beliefs and performance are few and are focused on the relationship between self-concept and performance. The reciprocal determinism of self-efficacy and performance seems to be without direct empirical support, probably because the longitudinal, repeatedmeasures data often considered necessary for this purpose are not available. It is possible, though, to model reciprocal effects with cross-sectional data. In the analyses reported in this article, the authors achieved this using a structural equation model in which the mutual influence of self-efficacy and performance in mathematics is represented as a feedback loop. This model was estimated in each of 33 nations on the basis of data on the mathematics self-efficacy and mathematics achievement of 15-yearolds. The model was a good fit to the data in 30 nations and was supportive of reciprocal determinism in 24 of these, suggesting a fundamental psychological process that transcends national and cultural boundaries. DA - 2010/05// PY - 2010 DO - 10.1037/a0017271 DP - DOI.org (Crossref) VL - 102 IS - 2 SP - 453 EP - 466 J2 - Journal of Educational Psychology LA - en SN - 1939-2176, 0022-0663 ST - Self-efficacy and performance in mathematics UR - https://doi.apa.org/doi/10.1037/a0017271 Y2 - 2024/09/18/11:08:35 L1 - files/36/Williams and Williams - 2010 - Self-efficacy and performance in mathematics Reci.pdf ER - TY - JOUR TI - Self-efficacy and performance in mathematics: Reciprocal determinism in 33 nations AU - Williams, Trevor AU - Williams, Kitty T2 - Journal of Educational Psychology DA - 2010/// PY - 2010 DO - 10.1037/a0017271 VL - 102 IS - 2 SP - 453 EP - 466 ER - TY - JOUR TI - Relations among math self efficacy, interest, intentions, and achievement: A social cognitive perspective AU - Grigg, Sara AU - Perera, Harsha N. AU - McIlveen, Peter AU - Svetleff, Zvetomira T2 - Contemporary Educational Psychology AB - Drawing on social cognitive perspectives, the present study examined an integrative model of the interplay among math self-efficacy, interests, aspirations, and achievement among early and middle adolescents. Based on short-term longitudinal data from approximately 400 students, analyses using fully latent structural equation analyses, establishing requisite levels of longitudinal invariance, revealed that (a) math self-efficacy positively predicted math achievement using both class grades and standardized test score operationalizations; (b) prior math achievement positively predicted basal levels of math self-efficacy but not changes in self-efficacy; (c) math interest and intentions were reciprocally linked over time; and (d) prior math interest positively predicted subsequent math self-efficacy whereas the opposite was not true. Notably, all effects were observed while accounting for prior variance in outcomes as well as the effects of known covariates. The current findings contribute to understandings of the motivational processes involved in math achievement and choosing educational pathways, and suggest that multidimensional interventions may be most profitable if both achievement and selection outcomes are at stake. DA - 2018/04/01/ PY - 2018 DO - 10.1016/j.cedpsych.2018.01.007 VL - 53 SP - 73 EP - 86 J2 - Contemporary Educational Psychology SN - 0361-476X UR - https://www.sciencedirect.com/science/article/pii/S0361476X17304113 KW - Self-efficacy KW - Longitudinal KW - Math aspirations KW - Math intentions KW - Math interest KW - Math self-efficacy KW - STEM ER - TY - JOUR TI - Predicting Long-Term Growth in Students' Mathematics Achievement: The Unique Contributions of Motivation and Cognitive Strategies AU - Murayama, Kou AU - Pekrun, Reinhard AU - Lichtenfeld, Stephanie AU - vom Hofe, Rudolf T2 - Child Development AB - This research examined how motivation (perceived control, intrinsic motivation, and extrinsic motivation), cognitive learning strategies (deep and surface strategies), and intelligence jointly predict long-term growth in students' mathematics achievement over 5 years. Using longitudinal data from six annual waves (Grades 5 through 10; Mage = 11.7 years at baseline; N = 3,530), latent growth curve modeling was employed to analyze growth in achievement. Results showed that the initial level of achievement was strongly related to intelligence, with motivation and cognitive strategies explaining additional variance. In contrast, intelligence had no relation with the growth of achievement over years, whereas motivation and learning strategies were predictors of growth. These findings highlight the importance of motivation and learning strategies in facilitating adolescents' development of mathematical competencies. DA - 2013/07/01/ PY - 2013 DO - 10.1111/cdev.12036 VL - 84 IS - 4 SP - 1475 EP - 1490 J2 - Child Development SN - 0009-3920 UR - https://doi.org/10.1111/cdev.12036 Y2 - 2024/09/18/ ER - TY - JOUR TI - Educational and career interests in math: A longitudinal examination of the links between classroom environment, motivational beliefs, and interests AU - Wang, Ming-Te T2 - Developmental Psychology DA - 2012/// PY - 2012 DO - 10.1037/a0027247 VL - 48 IS - 6 SP - 1643 EP - 1657 ER - TY - JOUR TI - Gendered motivational processes affecting high school mathematics participation, educational aspirations, and career plans: A comparison of samples from Australia, Canada, and the United States AU - Watt, Helen M. G. AU - Shapka, Jennifer D. AU - Morris, Zoe A. AU - Durik, Amanda M. T2 - Developmental Psychology DA - 2012/// PY - 2012 DO - 10.1037/a0027838 VL - 48 IS - 6 SP - 1594 EP - 1611 ER - TY - CHAP TI - The effects of classroom mathematics teaching on students’ learning AU - Hiebert, James AU - Grouws, Douglas A. T2 - econd Handbook of Research on Mathematics Teaching and Learning CY - Charlotte, NC DA - 2007/// PY - 2007 SP - 371 EP - 404 PB - Information Age ER - TY - CHAP ER - TY - CHAP TI - The effects of teachers' beliefs on elementary students' beliefs, motivation, and achievement in mathematics. AU - Muis, Krista R. AU - Foy, Michael J. T2 - Personal epistemology in the classroom: Theory, research, and implications for practice. AB - According to Pajares (1992), teachers' beliefs can be deeply personal, unaffected by persuasion, and either implicitly or explicitly expressed in daily routines. Their beliefs can be formed by chance, an intense experience or a succession of events, and may include beliefs about different facets of teaching and learning. Teachers hold beliefs about students, learning, teachers and teaching, the nature of knowledge and knowing, the roles of schools in society, and the curriculum, to name a few (Levitt, 2001). Whatever their origin or object, research has shown that beliefs influence a wide variety of cognitive processes including memory, comprehension, deduction and induction, problem representation, and problem solution (Pintrich, 1990). Importantly, the study of teachers' beliefs provides a valuable means of analyzing and understanding the complex relationship between beliefs and student outcomes (Hofer and Pintrich, 2002; Pajares, 1992; Schraw and Olafson, 2002). Although Tsai (2006) examined relations between teachers' epistemic beliefs, instructional practices, and students' epistemic beliefs, the analytic techniques used indirectly measured coherence between teachers' and students' beliefs. As Pintrich (2002) noted, more studies are needed that include advanced statistical techniques, such as structural equation modeling, to make stronger causal claims than those afforded with more qualitative or indirect techniques. Muis (2004) and Muis et al. (2006) also suggest that to improve understanding of the nature of epistemic beliefs, more research is needed that examines how teachers' beliefs might directly influence students' beliefs and other facets of student learning like motivation and achievement. Moreover, as Burr and Hofer (2002) highlighted, researchers who study epistemic beliefs have been criticized for the lack of research with younger participants. Accordingly, the purpose of our study was to address these gaps in the literature. We examined relations between teachers' epistemic and teaching and learning beliefs about mathematics, and elementary students' achievement goal orientations, self-efficacy, epistemic and learning beliefs, and achievement in the context of mathematics problem-solving. To hypothesize how teachers' beliefs might influence students' beliefs, motivation, and achievement, we used Biggs' (1993) "3P" systems model (e.g., presage, process, product) of teaching and learning, and Schommer-Aikins' (2004) embedded systemic model of epistemic beliefs. We briefly describe each model, discuss how the facets we examined may be related, and present empirical evidence that supports these hypothesized relations. The section ends with our research questions and hypotheses. (PsycInfo Database Record (c) 2022 APA, all rights reserved) CY - New York, NY, US DA - 2010/// PY - 2010 SP - 435 EP - 469 PB - Cambridge University Press SN - 978-0-521-88355-9 (Hardcover) KW - *Epistemology KW - *Mathematics Achievement KW - *Student Attitudes KW - *Teacher Attitudes KW - Academic Achievement Motivation KW - Elementary School Students KW - Elementary School Teachers KW - School Learning KW - Teacher Student Interaction KW - Teaching ER - TY - CHAP TI - Teacher knowledge and beliefs AU - Woolfolk Hoy, A. AU - Davis, H. AU - Pape, S. J. T2 - Handbook of educational psychology DA - 2006/// PY - 2006 ET - P. H. Winne & P. A. Alexander SP - 715 EP - 737 PB - Lawrence Erlbaum Associates Publishers ER - TY - CHAP TI - Teacher Knowledge and Beliefs. AU - Hoy, Anita Woolfolk AU - Davis, Heather AU - Pape, Stephen J. T2 - Handbook of educational psychology. AB - For over a quarter of a century, researchers have studied the knowledge and beliefs of teachers. Conceptions of knowledge and beliefs have been widely debated, but for much of the research on teachers' cognition (with the possible exception of the work in mathematics and science education), few clear distinctions have been made between knowledge and beliefs. Alexander and colleagues concluded that, in spite of some conceptual differences between knowledge and beliefs (knowledge was seen as more factual and verifiable whereas beliefs tended to be subjective and not require validation), the majority of teachers and students they surveyed perceived that many ideas fall in the realm of what is both known and believed. Thus, in keeping with precedents set by other researchers, within this review we discuss beliefs and knowledge as generally overlapping constructs. We organize our review in keeping with an ecological model that suggests individuals are embedded in and significantly affected by several nested ecosystems. A teacher's knowledge and beliefs are influenced by the immediate contexts of the classroom and students, the larger contexts of the state and national policies, and the surrounding context of cultural norms and values. We begin our discussion with a consideration of cultural norms and values about childhood, adolescence, and diversity, then move to the national and state educational policy contexts of standards and accountability procedures; and finally to the immediate settings of diverse classrooms and students. We chose these because the research in these areas is recent and the issues are pressing for practicing teachers and teacher educators. Next, our discussion progresses to the teachers themselves--the research on teachers' identity and sense of efficacy. We end with thoughts about implications of this work for teacher belief change and for research methodology. (PsycInfo Database Record (c) 2023 APA, all rights reserved) CY - Mahwah, NJ, US DA - 2006/// PY - 2006 SP - 715 EP - 737 PB - Lawrence Erlbaum Associates Publishers SN - 0-8058-5971-3 (Paperback); 0-8058-4937-8 (Hardcover); 9780805859713 (Paperback) KW - Values KW - *Teacher Attitudes KW - *Educational Psychology KW - *Knowledge Level KW - *Teachers KW - Classrooms KW - Cognitions KW - Ecological Psychology KW - Educational Objectives KW - Self-Efficacy KW - Sociocultural Factors ER - TY - JOUR TI - A Multilevel Analysis of the Impact of Teachers’ Beliefs and Mathematical Knowledge for Teaching on Students’ Mathematics Achievement AU - Ekmekci, Adam AU - Corkin, Danya M. AU - Fan, Welhua T2 - Australian Journal of Teacher Education DA - 2019/// PY - 2019 DO - 10.14221/ajte.2019v44n12.4 VL - 44 IS - 12 ER - TY - JOUR TI - Opportunities to develop student’s math-related agency in primary education: the role of teacher beliefs AU - Leijen, Äli AU - Baucal, Aleksandar AU - Pikk, Kristi AU - Uibu, Krista AU - Pajula, Liisi AU - Sõrmus, Maarja T2 - European Journal of Psychology of Education AB - Teacher beliefs and practices related to them could provide varying opportunities for students to develop their agency related to learning math. The aim of the current paper is to explore how different math teacher beliefs (concerning the nature of mathematics, constructivist beliefs, and self-efficacy) relate to different dimensions of student agency in primary education. A two-level multilevel model was analyzed to find out to what extent selected teacher beliefs are associated with student math competence and agency dimensions. The study was conducted in Estonia and data from 3rd and 4th grade students (N = 1557) and their teachers (N = 121) was included in the analysis. The results showed that teacher self-efficacy beliefs, constructivist beliefs, and static views on the nature of mathematics were related to students’ agency dimensions. Possible explanations and directions for further studies are discussed. DA - 2024/06/01/ PY - 2024 DO - 10.1007/s10212-023-00771-9 VL - 39 IS - 2 SP - 1637 EP - 1659 J2 - European Journal of Psychology of Education SN - 1878-5174 UR - https://doi.org/10.1007/s10212-023-00771-9 ER - TY - CHAP TI - Teachers' beliefs and conceptions: A synthesis of the research ER - TY - CHAP TI - Teachers' beliefs and conceptions: A synthesis of the research. AU - Thompson, Alba G. T2 - Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics. AB - examines the literature on teachers' conceptions pertaining to mathematics education / studies of teachers' knowledge of mathematics are discussed, but only insofar as they are relevant to the topic of teachers' conceptions / starts with a brief historical overview of the study of beliefs in this century, followed by a discussion of some philosophical distinctions between beliefs and knowledge / discuss the research that has been done [on teachers' beliefs], including theoretical models, methodology and findings (PsycInfo Database Record (c) 2022 APA, all rights reserved) CY - New York, NY, England DA - 1992/// PY - 1992 SP - 127 EP - 146 PB - Macmillan Publishing Co, Inc SN - 0-02-922381-4 (Hardcover) KW - *Teacher Attitudes KW - *Mathematics Education KW - Experimentation ER - TY - CHAP TI - Mathematics Teachers’ Beliefs AU - Voss, Thamar AU - Kleickmann, Thilo AU - Kunter, Mareike AU - Hachfeld, Axinja T2 - Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers: Results from the COACTIV Project A2 - Kunter, Mareike A2 - Baumert, Jürgen A2 - Blum, Werner A2 - Klusmann, Ute A2 - Krauss, Stefan A2 - Neubrand, Michael AB - Teacher beliefs are thought to play a decisive role in the provision of classroom instruction (Richardson. Handbook of research on teacher education. Macmillan, New York, pp 102–106, 1996). This chapter investigates mathematics teachers’ beliefs about the nature of knowledge (epistemological beliefs) and about mathematics teaching and learning. To this end, 328 mathematics teachers from the COACTIV study were administered 44 Likert items tapping their professional beliefs. Confirmatory factor analyses revealed that epistemological beliefs and beliefs about mathematics teaching and learning tend to co-occur into two characteristic, and negatively correlated, patterns of beliefs: a transmissive orientation and a constructivist orientation. The results of multilevel structural equation modeling confirmed the relevance of teacher beliefs for instructional practice and student learning outcomes: Constructivist beliefs were positively related to instructional quality and student achievement, whereas the potential for cognitive activation mediated the relationship between teacher beliefs and students’ achievement. Tentative implications for practice are drawn in the Discussion, followed by an outlook on two other aspects of teacher beliefs investigated in COACTIV: beliefs about the role of the teacher and beliefs about the cultural diversity of the student population. CY - Boston, MA DA - 2013/// PY - 2013 SP - 249 EP - 271 PB - Springer US SN - 978-1-4614-5149-5 UR - https://doi.org/10.1007/978-1-4614-5149-5_12 ER - TY - JOUR TI - Preservice and inservice teachers' knowledge, beliefs, and instructional planning in primary school mathematics AU - Lui, Angela M. AU - Bonner, Sarah M. T2 - Teaching and Teacher Education AB - We studied relationships between mathematical knowledge, beliefs about teaching and learning, and instructional planning. We contrasted beliefs, mathematical knowledge, and skills of preservice teachers (n = 47) with those of inservice teachers (n = 31) at the primary school level. For both groups, participants were generally more constructivist than traditional in beliefs, and showed evidence of low conceptual knowledge in mathematics. Multiple regression analyses indicated different relationships between conceptual knowledge and constructivist beliefs for inservice versus preservice teachers. Conceptual knowledge played a strong role in instructional planning in mathematics. Implications for future research and teacher education are discussed based on these findings. DA - 2016/05/01/ PY - 2016 DO - 10.1016/j.tate.2016.01.015 VL - 56 SP - 1 EP - 13 J2 - Teaching and Teacher Education SN - 0742-051X UR - https://www.sciencedirect.com/science/article/pii/S0742051X16300154 KW - Beliefs about math teaching and learning KW - Elementary mathematics education KW - Instructional planning KW - Mathematics knowledge ER - TY - CHAP TI - Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? AU - Fives, H. AU - Buehl, M. M. T2 - APA educational psychology handbook, Vol. 2. Individual differences and cultural and contextual factors DA - 2012/// PY - 2012 SP - 471 EP - 499 PB - American Psychological Association UR - https://psycnet.apa.org/doi/10.1037/13274-019 ER - TY - JOUR TI - Students’ socioeconomic status and teacher beliefs about learning as predictors of students’ mathematical competence AU - Haataja, Eeva S. H. AU - Niemivirta, Markku AU - Holm, Marja E. AU - Ilomanni, Pia AU - Laine, Anu T2 - European Journal of Psychology of Education AB - The learning context, consisting of the school children’s families, teachers, and peers, has effect on their mathematics learning. The concern of students’ socioeconomic status (SES) affecting negatively their learning outcomes is increasing worldwide. This study investigates whether Finnish elementary school students’ SES affects their mathematical competence and success expectancy on individual and class levels. Additionally, the role of teachers’ beliefs on mathematics learning and class composition on the mathematics competence and success expectancy on the class level is explored. To analyze the nested data from student questionnaires and mathematics tests, and their teachers’ questionnaires, we used multilevel structural equation modelling with two levels (1, individual; 2, class). The results indicate that on the individual level, the gender and SES affect students’ mathematical competence and success expectancy in mathematics. On the class level, the teacher’s evaluations of academic class composition predicted students’ mathematical competence, and the teachers’ constructivist beliefs of mathematics learning and class composition regarding students’ special needs predicted students’ success expectancy. We conclude that students with disadvantaged SES need support on success expectancy to flourish in mathematics. On the class level, this support can be conveyed through teachers’ constructivist pedagogical beliefs. DA - 2024/06/01/ PY - 2024 DO - 10.1007/s10212-023-00791-5 VL - 39 IS - 2 SP - 1615 EP - 1636 J2 - European Journal of Psychology of Education SN - 1878-5174 UR - https://doi.org/10.1007/s10212-023-00791-5 ER - TY - JOUR TI - Do teachers’ perceived teaching competence and self-efficacy affect students’ academic outcomes? A closer look at student-reported classroom processes and outcomes. AU - Lauermann, Fani AU - ten Hagen, Inga T2 - Educational Psychologist AB - Teachers’ teaching-related competence beliefs such as perceived teaching ability and self-efficacy have been linked to their occupational well-being and external evaluations of instructional quality. However, researchers have struggled to establish a reliable empirical link between teachers’ competence beliefs and students’ academic outcomes. To clarify these puzzling results, this research synthesis reviews different conceptualizations of teachers’ competence beliefs and their hypothesized effects on students, and focuses in particular on student-reported classroom processes and outcomes in authentic K–12 classrooms. This review revealed considerable ambiguity concerning the conceptualization and assessment of teachers’ competence beliefs in empirical research. Furthermore, there is a paucity of empirical evidence testing central assumptions about the associations between different types of beliefs about teaching competence, mediating processes such as instructional quality, and student outcomes in authentic K–12 settings. This research synthesis identifies important gaps in existing research that warrant attention and outlines directions for future research. (PsycInfo Database Record (c) 2022 APA, all rights reserved) DA - 2021/// PY - 2021 DO - 10.1080/00461520.2021.1991355 VL - 56 IS - 4 SP - 265 EP - 282 SN - 1532-6985(Electronic),0046-1520(Print) KW - *Student Attitudes KW - *Teacher Attitudes KW - Self-Efficacy KW - *Academic Achievement KW - *Classrooms KW - *Teacher Effectiveness KW - Competence KW - Well Being ER - TY - JOUR TI - Science teachers' conceptions of teaching and learning, ICT efficacy, ICT professional development and ICT practices enacted in their classrooms AU - Alt, Dorit T2 - Teaching and Teacher Education AB - This study assessed several precursors that might be connected to Information and Communication Technology (ICT) practices enacted in classrooms, namely, science teachers' conception of traditional versus constructivist teaching and learning, their sense of efficacy, ICT efficacy, and ICT professional development. Data were gathered from 303 science teachers. According to the results, constructivist conceptions exerted moderate effects on the teachers' sense of efficacy constructs, which in turn increased their ICT efficacy. Additional results pointed to the positive mediation role of teachers' ICT professional development in linking their ICT efficacy to ICT use for constructivist activities in their science classroom. DA - 2018/07/01/ PY - 2018 DO - 10.1016/j.tate.2018.03.020 VL - 73 SP - 141 EP - 150 J2 - Teaching and Teacher Education SN - 0742-051X UR - https://www.sciencedirect.com/science/article/pii/S0742051X17308132 KW - ICT efficacy KW - ICT professional development KW - Partial Least Squares - Structural equation modeling (PLS-SEM) KW - Science and technology education KW - Sense of efficacy KW - Teacher conception ER - TY - JOUR TI - Self-efficacy: Toward a unifying theory of behavioral change. AU - Bandura, Albert T2 - Psychological Review AB - Presents an integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment. This theory states that psychological procedures, whatever their form, alter the level and strength of self-efficacy. It is hypothesized that expectations of personal efficacy determine whether coping behavior will be initiated, how much effort will be expended, and how long it will be sustained in the face of obstacles and aversive experiences. Persistence in activities that are subjectively threatening but in fact relatively safe produces, through experiences of mastery, further enhancement of self-efficacy and corresponding reductions in defensive behavior. In the proposed model, expectations of personal efficacy are derived from 4 principal sources of information: performance accomplishments, vicarious experience, verbal persuasion, and physiological states. Factors influencing the cognitive processing of efficacy information arise from enactive, vicarious, exhortative, and emotive sources. The differential power of diverse therapeutic procedures is analyzed in terms of the postulated cognitive mechanism of operation. Findings are reported from microanalyses of enactive, vicarious, and emotive modes of treatment that support the hypothesized relationship between perceived self-efficacy and behavioral changes. (21/2 p ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved) DA - 1977/// PY - 1977 DO - 10.1037/0033-295X.84.2.191 VL - 84 IS - 2 SP - 191 EP - 215 SN - 1939-1471(Electronic),0033-295X(Print) KW - *Behavior Change KW - *Cognitive Processes KW - *Personality Processes KW - *Personality Theory KW - *Self-Concept KW - Treatment ER - TY - JOUR TI - Prospective primary teachers’ efficacy to teach mathematics: measuring efficacy beliefs and identifying the factors that influence them AU - Leavy, Aisling AU - Bjerke, Annette Hessen AU - Hourigan, Mairéad T2 - Educational Studies in Mathematics AB - Prospective teachers’ mathematics efficacy beliefs affect school placement experiences and influence later teacher behaviour and subsequent student outcomes. These efficacy beliefs are open to change during initial teacher education and become more resistant to change once the teacher enters the workforce. Therefore, it is important to measure mathematics teacher efficacy early in initial teacher education and identify low efficacy beliefs. This study measured the mathematics teaching efficacy beliefs of 402 prospective primary teachers. Arising from Rasch analysis of the efficacy scores of these teachers, 22 participants who displayed a range of mathematics teaching efficacy beliefs were interviewed to gain insights into factors affecting these beliefs. Participants communicated greater confidence in tasks requiring procedural (tell-items) than conceptual knowledge (explain-items). Both low and high efficacy participants reported traditional experiences of mathematics teaching and learning as students. However, high efficacy participants reported mastery of mathematics within these traditional contexts, whereas their low efficacy peers did not report mastery. Furthermore, all participants reported how memories of their school mathematics experiences informed their level of efficacy when thinking about teaching mathematics, thus revealing the powerful influence of mastery experiences. DA - 2023/03/01/ PY - 2023 DO - 10.1007/s10649-022-10181-1 VL - 112 IS - 3 SP - 437 EP - 460 J2 - Educational Studies in Mathematics SN - 1573-0816 UR - https://doi.org/10.1007/s10649-022-10181-1 ER - TY - JOUR TI - Academic Self-Concept and Self-Efficacy: How Different Are They Really? AU - Bong, Mimi AU - Skaalvik, Einar M. T2 - Educational Psychology Review AB - Academic motivation researchers sometimes struggle to decipher the distinctive characteristics of what appear to be highly analogous constructs. In this article, we discuss important similarities between self-concept and self-efficacy as well as some notable differences. Both constructs share many similarities such as centrality of perceived competence in construct definition; use of mastery experience, social comparison, and reflected appraisals as major information sources; and a domain-specific and multidimensional nature. Both predict motivation, emotion, and performance to varying degrees. However, there are also important differences. These differences include integration vs. separation of cognition and affect, heavily normative vs. goal-referenced evaluation of competence, aggregated vs. context-specific judgment, hierarchical vs. loosely hierarchical structure, past vs. future orientation, and relative temporal stability vs. malleability. We argue that self-efficacy acts as an active precursor of self-concept development and suggest that self-concept research separate out its multiple components and subprocesses and invest more effort toward making students less preoccupied with normative ability comparisons in school. DA - 2003/03/01/ PY - 2003 DO - 10.1023/A:1021302408382 VL - 15 IS - 1 SP - 1 EP - 40 J2 - Educational Psychology Review SN - 1573-336X UR - https://doi.org/10.1023/A:1021302408382 ER - TY - JOUR TI - Teacher efficacy: capturing an elusive construct AU - Tschannen-Moran, Megan AU - Hoy, Anita Woolfolk T2 - Teaching and Teacher Education AB - Teacher efficacy has proved to be powerfully related to many meaningful educational outcomes such as teachers’ persistence, enthusiasm, commitment and instructional behavior, as well as student outcomes such as achievement, motivation, and self-efficacy beliefs. However, persistent measurement problems have plagued those who have sought to study teacher efficacy. We review many of the major measures that have been used to capture the construct, noting problems that have arisen with each. We then propose a promising new measure of teacher efficacy along with validity and reliability data from three separate studies. Finally, new directions for research made possible by this instrument are explored. DA - 2001/10/01/ PY - 2001 DO - 10.1016/S0742-051X(01)00036-1 VL - 17 IS - 7 SP - 783 EP - 805 J2 - Teaching and Teacher Education SN - 0742-051X UR - https://www.sciencedirect.com/science/article/pii/S0742051X01000361 KW - Self-efficacy KW - Measurement KW - Teacher beliefs KW - Teacher efficacy ER - TY - JOUR TI - Opening the black box: How professional learning communities, collective teacher efficacy, and cognitive activation affect students’ mathematics achievement in schools AU - Liu, Shengnan AU - Yin, Hongbiao T2 - Teaching and Teacher Education AB - This study examined the mediating roles of collective teacher efficacy and cognitive activation in the relationship between professional learning communities (PLCs) and students' mathematics achievement at the school level, using responses from both teachers and students. A total of 5458 teachers and 11,324 students from 227 junior high schools participated in this study. The results of multilevel structural equation modeling revealed that, at the school level, the association between PLCs and students' mathematics achievement was significantly mediated by collective teacher efficacy and teachers' adoption of cognitive activation in lessons. The theoretical and methodological implications of the research are discussed. DA - 2024/03/01/ PY - 2024 DO - 10.1016/j.tate.2023.104443 VL - 139 SP - 104443 J2 - Teaching and Teacher Education SN - 0742-051X UR - https://www.sciencedirect.com/science/article/pii/S0742051X23004316 KW - Cognitive activation KW - Collective teacher efficacy KW - Multilevel structural equation modeling KW - Professional learning communities KW - Students' mathematics achievement ER - TY - JOUR TI - Examining Relationships among Elementary Mathematics Teacher Efficacy and Their Students’ Mathematics Self-efficacy and Achievement AU - Chang, Yu-Liang T2 - Eurasia Journal of Mathematics, Science and Technology Education DA - 2015/// PY - 2015 DO - 10.12973/eurasia.2015.1387a VL - 11 IS - 6 SP - 1307 EP - 1320 ER - TY - JOUR TI - Elementary school teachers' self-efficacy, student-perceived support and students’ mathematics interest AU - Oppermann, Elisa AU - Lazarides, Rebecca T2 - Teaching and Teacher Education AB - Teachers' self-efficacy beliefs have been shown to be related to their supportive teaching practices and to adolescents' motivation. Yet, little is known about these relations in elementary school. The present study examined the longitudinal effects of teachers' self-efficacy on student-perceived teacher support and students' mathematics interest with a sample of 2082 students and 133 teachers in third and fourth grade. Results revealed that teachers' self-efficacy was longitudinally related to student-perceived support, which – in turn – was positively related to students' interest. The findings underline the relevance of teachers' self-efficacy beliefs and teacher support for the development of students’ interest in elementary school. DA - 2021/07/01/ PY - 2021 DO - 10.1016/j.tate.2021.103351 VL - 103 SP - 103351 J2 - Teaching and Teacher Education SN - 0742-051X UR - https://www.sciencedirect.com/science/article/pii/S0742051X21000755 KW - Mathematics KW - Teacher support KW - Elementary school KW - Interest KW - Multilevel analyses KW - Teacher self-efficacy ER - TY - JOUR TI - Teachers’ self-efficacy beliefs for teaching math: Relations with teacher and student outcomes AU - Perera, Harsha N. AU - John, Jennifer E. T2 - Contemporary Educational Psychology AB - Social cognitive theory posits that teacher self-efficacy beliefs should be related to not only their own well-being outcomes but also classroom processes and student outcomes in the general ecology of the classroom environment. However, little research has directly examined the associations of teachers’ self-efficacy beliefs with these teacher and student-level outcomes simultaneously. The present study proposes and tests an integrative model of the relations of teachers’ self-efficacy for teaching math with their job satisfaction and student math achievement both directly and indirectly via interaction quality as a critical dimension of the quality of classroom processes. Additionally, student level relational and motivational predictors of math achievement, including individual perceptions of student-teacher interaction quality and math self-concept, are included per the ecology of the classroom environment. Based on data from over 6000 4th grade students and 450 teachers, results of multilevel structural equation modeling revealed that teachers’ self-efficacy beliefs for teaching math were positively associated with teachers’ job satisfaction and class levles of math achievement and interaction quality. At the individual student level, individual levels of math self-concept were positively associated with math achievement, and individual perceptions of interaction quality were positively associated with math self-concept. However, a negative association between residualized interindividual perceptions of interaction quality and math achievement was observed. DA - 2020/04/01/ PY - 2020 DO - 10.1016/j.cedpsych.2020.101842 VL - 61 SP - 101842 J2 - Contemporary Educational Psychology SN - 0361-476X UR - https://www.sciencedirect.com/science/article/pii/S0361476X20300072 KW - Teacher support KW - Teacher self-efficacy KW - Job satisfaction KW - Math achievement KW - Multilevel SEM KW - Social cognitive KW - Standardized achievement ER - TY - JOUR TI - Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms AU - Lazarides, Rebecca AU - Buchholz, Janine AU - Rubach, Charlott T2 - Teaching and Teacher Education AB - The purpose of this study is to examine whether teacher enthusiasm and classroom management self-efficacy are related to classroom mastery orientation and student motivation. We used data from 803 students in grades 9 and 10 (53.3% girls) and their mathematics teachers (N = 41; 58.5% men). Student-perceived teacher enthusiasm was related to classroom mastery orientation as well as to intrinsic value and cost at the student level. Teacher-reported self-efficacy was related to classroom mastery orientation at the classroom level. At both the individual and the classroom level, classroom mastery orientation was related to attainment and utility value. DA - 2018/01/01/ PY - 2018 DO - 10.1016/j.tate.2017.08.017 VL - 69 SP - 1 EP - 10 J2 - Teaching and Teacher Education SN - 0742-051X UR - https://www.sciencedirect.com/science/article/pii/S0742051X1730135X KW - Multilevel analyses KW - Teacher self-efficacy KW - Mathematics classrooms KW - Teacher enthusiasm ER - TY - JOUR TI - Do teachers’ perceived teaching competence and self-efficacy affect students’ academic outcomes? A closer look at student-reported classroom processes and outcomes AU - Lauermann, Fani AU - ten Hagen, Inga T2 - Educational Psychologist DA - 2021/10/02/ PY - 2021 DO - 10.1080/00461520.2021.1991355 VL - 56 IS - 4 SP - 265 EP - 282 J2 - Educational Psychologist SN - 0046-1520 UR - https://doi.org/10.1080/00461520.2021.1991355 ER - TY - JOUR TI - What motivates and demotivates Estonian mathematics teachers to continue teaching? The roles of self-efficacy, work satisfaction, and work experience AU - Täht, Karin AU - Mikkor, Kristel AU - Aaviste, Getriin AU - Rozgonjuk, Dmitri T2 - Journal of Mathematics Teacher Education AB - Estonian students achieved high scores in the latest Programme for International Student Assessment surveys. At the same time, there needs to be more knowledge about the teachers guiding these students, as this could provide insights into effective teaching methods that can be replicated in other educational contexts. According to the Teaching and Learning International Survey, Estonian teachers' average age is among the highest in the world, and the shortage of young, qualified mathematics teachers is well-documented. The present study aimed to map the motivating and demotivating factors for mathematics teachers to continue working in this profession. The effective sample comprised 164 Estonian mathematics teachers who responded to items regarding self-efficacy and job satisfaction and open-ended questions about motivating and demotivating factors regarding their work. The results showed that students, salary and vacation, and job environment are both motivating and demotivating for mathematics teachers. On the one hand, helping the students to succeed (and witnessing the progress), satisfying salaries and a good job climate motivate the teachers. And at the same time, students' low motivation, poor salary, and straining work conditions (e.g., very high workload) serve as demotivating factors. We showed that mathematics teachers' work experience is an essential factor to be considered when thinking about motivating and demotivating factors for teachers, as well as their self-efficacy and job satisfaction. The reasons, possible impact, and potential interventions on an educational policy level are discussed. DA - 2023/07/03/ PY - 2023 DO - 10.1007/s10857-023-09587-2 J2 - Journal of Mathematics Teacher Education SN - 1573-1820 UR - https://doi.org/10.1007/s10857-023-09587-2 ER - TY - JOUR TI - Teacher Professional Development in Finland: Towards a More Holistic Approach AU - Niemi, Hannele T2 - Psychology, Society & Education DA - 2015/// PY - 2015 VL - 7 IS - 3 SP - 279 EP - 294 SN - 2171-2085 ER - TY - JOUR TI - From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching AU - Feiman-Nemser, Sharon T2 - Teachers College Record DA - 2001/// PY - 2001 DO - 10.1111/0161-4681.00141 VL - 103 IS - 6 SP - 1013 EP - 1055 SN - 0161-4681 ER - TY - JOUR TI - The last 40 years in Finnish teacher education AU - Tirri, Kirsi T2 - Journal of Education for Teaching DA - 2014/10/20/ PY - 2014 DO - 10.1080/02607476.2014.956545 VL - 40 IS - 5 SP - 600 EP - 609 J2 - Journal of Education for Teaching SN - 0260-7476 UR - https://doi.org/10.1080/02607476.2014.956545 ER - TY - JOUR TI - Identifying Teacher Expertise: An Examination of Researchers' Decision Making AU - Palmer, Douglas J. AU - Stough, Laura M. AU - Burdenski, Jr. ,Thomas K. AU - Gonzales, Maricela T2 - Educational Psychologist DA - 2005/03/01/ PY - 2005 DO - 10.1207/s15326985ep4001_2 VL - 40 IS - 1 SP - 13 EP - 25 J2 - Educational Psychologist SN - 0046-1520 UR - https://doi.org/10.1207/s15326985ep4001_2 ER - TY - JOUR TI - An integrative review of the models for teacher expertise and career development AU - Raduan, Nur Atiqah AU - Na, Seung-Il T2 - European Journal of Teacher Education DA - 2020/05/26/ PY - 2020 DO - 10.1080/02619768.2020.1728740 VL - 43 IS - 3 SP - 428 EP - 451 J2 - European Journal of Teacher Education SN - 0261-9768 UR - https://doi.org/10.1080/02619768.2020.1728740 ER - TY - CHAP TI - Teaching Expertise AU - Ropo, Eero T2 - Professional Learning: Gaps and Transitions on the Way from Novice to Expert A2 - Boshuizen, Henny P. A. A2 - Bromme, Rainer A2 - Gruber, Hans CY - Dordrecht DA - 2004/// PY - 2004 SP - 159 EP - 179 PB - Springer Netherlands SN - 978-1-4020-2094-0 UR - https://doi.org/10.1007/1-4020-2094-5_9 ER - TY - JOUR TI - Reflection and theory: conceptualising the gap between teaching experience and teacher expertise AU - Winkler, Gisela T2 - Educational Action Research DA - 2001/09/01/ PY - 2001 DO - 10.1080/09650790100200168 VL - 9 IS - 3 SP - 437 EP - 449 J2 - Educational Action Research SN - 0965-0792 UR - https://doi.org/10.1080/09650790100200168 ER - TY - JOUR TI - Teachers’ Content Knowledge and Pedagogical Content Knowledge: The Role of Structural Differences in Teacher Education AU - Kleickmann, Thilo AU - Richter, Dirk AU - Kunter, Mareike AU - Elsner, Jürgen AU - Besser, Michael AU - Krauss, Stefan AU - Baumert, Jürgen T2 - Journal of Teacher Education AB - Pedagogical content knowledge (PCK) and content knowledge (CK) are key components of teacher competence that affect student progress. However, little is known about how teacher education affects the development of CK and PCK. To address this question, our research group constructed tests to directly assess mathematics teachers? CK and PCK. Based on these tests, we compared the PCK and CK of four groups of mathematics teachers at different points in their teaching careers in Germany. Confirmatory factor analyses showed that PCK and CK measurement was satisfactorily invariant across the teacher populations considered. As expected, the largest differences in CK and PCK were found between the beginning and the end of initial teacher education. Differences in the structures of teacher education were reasonably well reflected in participants? CK and PCK. DA - 2013/01/01/ PY - 2013 DO - 10.1177/0022487112460398 VL - 64 IS - 1 SP - 90 EP - 106 SN - 0022-4871 UR - https://doi.org/10.1177/0022487112460398 Y2 - 2024/09/18/ ER - TY - JOUR TI - Perceived expertise among physical education teachers: the role of personal and contextual factors AU - Lentillon-Kaestner, Vanessa AU - Cece, Valerian AU - Guillet-Descas, Emma T2 - Teacher Development DA - 2024/01/01/ PY - 2024 DO - 10.1080/13664530.2023.2291052 VL - 28 IS - 1 SP - 44 EP - 62 J2 - Teacher Development SN - 1366-4530 UR - https://doi.org/10.1080/13664530.2023.2291052 ER - TY - JOUR TI - Contribution to the Validation of the Expectancy-Value Scale for Primary School Students AU - Peixoto, Francisco AU - Radišić, Jelena AU - Krstić, Ksenija AU - Hansen, Kajsa Yang AU - Laine, Anu AU - Baucal, Aleksandar AU - Sõrmus, Maarja AU - Mata, Lourdes T2 - Journal of Psychoeducational Assessment AB - Grounded in ?expectancy-value? theory, this paper reports on the psychometric properties of an instrument intended to measure students? motivation in mathematics. The participants were 2045 third-, fourth- and fifth-grade students from Estonia, Finland, Norway, Portugal, Serbia and Sweden. The Expectancy-Value Scale (EVS) was found to be suitable for early grades of primary education in measuring competence self-perceptions and subjective task values relative to the mathematics field. The results indicate a good model fit aligned with the expectancy-value theory. The EVS dimensions showed good reliability, and scalar invariance was established. However, findings also indicated high correlations between some of the EVS dimensions, which is well documented for students at this age. The findings are discussed relative to the ?expectancy-value? theory framework and students? age. DA - 2023/06/01/ PY - 2023 DO - 10.1177/07342829221144868 VL - 41 IS - 3 SP - 343 EP - 350 SN - 0734-2829 UR - https://doi.org/10.1177/07342829221144868 Y2 - 2024/09/18/ ER - TY - CHAP TI - Teacher education and development study: Learning to teach mathematics (TEDS-M) AU - Laschke, S. AU - Blömeke, S. T2 - Dokumentation der Erhebungsinstrumente CY - Münster DA - 2013/// PY - 2013 PB - Waxmann ER - TY - JOUR TI - Dimensions of Teacher Self-Efficacy and Relations With Strain Factors, Perceived Collective Teacher Efficacy, and Teacher Burnout AU - Skaalvik, Einar M. AU - Skaalvik, Sidsel T2 - Journal of Educational Psychology DA - 2007/// PY - 2007 DO - 10.1037/0022-0663.99.3.611 VL - 99 IS - 3 SP - 611 EP - 625 ER - TY - JOUR TI - Maximum Likelihood from Incomplete Data Via the EM Algorithm AU - Dempster, A. P. AU - Laird, N. M. AU - Rubin, D. B. T2 - Journal of the Royal Statistical Society: Series B (Methodological) AB - Summary A broadly applicable algorithm for computing maximum likelihood estimates from incomplete data is presented at various levels of generality. Theory showing the monotone behaviour of the likelihood and convergence of the algorithm is derived. Many examples are sketched, including missing value situations, applications to grouped, censored or truncated data, finite mixture models, variance component estimation, hyperparameter estimation, iteratively reweighted least squares and factor analysis. DA - 1977/09/01/ PY - 1977 DO - 10.1111/j.2517-6161.1977.tb01600.x VL - 39 IS - 1 SP - 1 EP - 22 J2 - Journal of the Royal Statistical Society: Series B (Methodological) SN - 0035-9246 UR - https://doi.org/10.1111/j.2517-6161.1977.tb01600.x Y2 - 2024/09/18/ KW - em algorithm KW - incomplete data KW - maximum likelihood KW - posterior mode ER - TY - BOOK TI - Multilevel Analysis AU - Hox, Joop AU - Moerbeek, Mirjam AU - van de Schoot, Rens DA - 2017/// PY - 2017 PB - Routledge ER - TY - RPRT TI - Package “Lavaan”. Latent Variable Analysis (Version 0.6-5; p. 102) AU - Rosseel, Yves AU - De Wilde, Luc DA - 2024/06/07/ PY - 2024 UR - https://cran.r-project.org/web/packages/lavaan/lavaan.pdf Y2 - 2024/09/18/ ER - TY - JOUR TI - Doubly-Latent Models of School Contextual Effects: Integrating Multilevel and Structural Equation Approaches to Control Measurement and Sampling Error AU - Marsh, Herbert W. AU - Lüdtke, Oliver AU - Robitzsch, Alexander AU - Trautwein, Ulrich AU - Asparouhov, Tihomir AU - Muthén, Bengt AU - Nagengast, Benjamin T2 - Multivariate Behavioral Research DA - 2009/11/30/ PY - 2009 DO - 10.1080/00273170903333665 VL - 44 IS - 6 SP - 764 EP - 802 J2 - Multivariate Behavioral Research SN - 0027-3171 UR - https://doi.org/10.1080/00273170903333665 ER - TY - JOUR TI - Answers to 20 Questions About Interrater Reliability and Interrater Agreement AU - LeBreton, James M. AU - Senter, Jenell L. T2 - Organizational Research Methods AB - The use of interrater reliability (IRR) and interrater agreement (IRA) indices has increased dramatically during the past 20 years. This popularity is, at least in part, because of the increased role of multilevel modeling techniques (e.g., hierarchical linear modeling and multilevel structural equation modeling) in organizational research. IRR and IRA indices are often used to justify aggregating lower-level data used in composition models. The purpose of the current article is to expose researchers to the various issues surrounding the use of IRR and IRA indices often used in conjunction with multilevel models. To achieve this goal, the authors adopt a question-and-answer format and provide a tutorial in the appendices illustrating how these indices may be computed using the SPSS software. DA - 2008/10/01/ PY - 2008 DO - 10.1177/1094428106296642 VL - 11 IS - 4 SP - 815 EP - 852 SN - 1094-4281 UR - https://doi.org/10.1177/1094428106296642 Y2 - 2024/09/18/ ER - TY - JOUR TI - In Search of Golden Rules: Comment on Hypothesis-Testing Approaches to Setting Cutoff Values for Fit Indexes and Dangers in Overgeneralizing Hu and Bentler's (1999) Findings AU - Marsh, Herbert W. AU - Hau, Kit-Tai AU - Wen, Zhonglin T2 - Structural Equation Modeling: A Multidisciplinary Journal DA - 2004/07/01/ PY - 2004 DO - 10.1207/s15328007sem1103_2 VL - 11 IS - 3 SP - 320 EP - 341 J2 - Structural Equation Modeling: A Multidisciplinary Journal SN - 1070-5511 UR - https://doi.org/10.1207/s15328007sem1103_2 ER - TY - JOUR TI - Changes in Achievement in and Attitude toward Mathematics of the Finnish Children from Grade 0 to 9 – A Longitudinal Study AU - Metsämuuronen, Jari AU - Tuohilampi, Laura T2 - Journal of Educational and Developmental Psychology DA - 2014/// PY - 2014 DO - 10.1111/cdev.12036 VL - 4 IS - 2 SP - 145 EP - 169 ER - TY - JOUR TI - Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject AU - Gaspard, Hanna AU - Häfner, Isabelle AU - Parrisius, Cora AU - Trautwein, Ulrich AU - Nagengast, Benjamin T2 - Contemporary Educational Psychology AB - Students’ value beliefs tend to decrease across secondary school (Wigfield et al., 2015). However, previous studies did not differentiate between all the dimensions of task values defined by expectancy-value theory (Eccles et al., 1983). Therefore, this study evaluated an instrument for assessing multiple value dimensions across grade level and academic subjects and tested for differences between grade levels in these subjects. A total of 830 students from Grades 5 to 12 completed a questionnaire assessing their value beliefs in German, English, math, biology, and physics with 37 items each. The factor structure was shown to be invariant across academic subjects, grade levels, and gender. Generally, students in higher grades showed lower means on positive value facets and higher means on cost facets. However, the results varied substantially by facet and subject. Furthermore, stereotypical gender differences in value beliefs were found, and some of these differences increased with students’ grade level. The findings indicate that examining multiple dimensions and subjects is crucial for developing a complete understanding of the development of students’ value beliefs. DA - 2017/01/01/ PY - 2017 DO - 10.1016/j.cedpsych.2016.09.003 VL - 48 SP - 67 EP - 84 J2 - Contemporary Educational Psychology SN - 0361-476X UR - https://www.sciencedirect.com/science/article/pii/S0361476X16300418 KW - Task value KW - Adolescence KW - Gender differences KW - Measurement invariance ER - TY - JOUR TI - Attitudes to Mathematics in Primary School Children AU - Dowker, Ann AU - Bennett, Karina AU - Smith, Louise T2 - Child Development Research AB - 44 Grade 3 children and 45 Grade 5 children from English primary schools were given the British abilities scales basic number skills subtest, and a Mathematics Attitude and Anxiety Questionnaire, using pictorial rating scales to record their Self-rating for maths, Liking for maths, Anxiety about maths, and Unhappiness about poor performance in mathematics. There were few year group differences in attitudes. Boys rated themselves higher than girls, but did not differ significantly in actual performance. Overall, Anxiety was not related to actual performance, but Self-rating was. This relationship between Self-rating and actual performance seemed to develop between Grade 3 and Grade 5. Implications of the findings are discussed. DA - 2012/01/01/ PY - 2012 DO - 10.1155/2012/124939 VL - 2012 IS - 1 SP - 124939 J2 - Child Development Research SN - 2090-3987 UR - https://doi.org/10.1155/2012/124939 Y2 - 2024/09/18/ ER - TY - JOUR TI - Mathematics confidence, interest, and performance: Examining gender patterns and reciprocal relations. AU - Ganley, Colleen M. AU - Lubienski, Sarah Theule T2 - Learning and Individual Differences AB - With data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999, this study explores gender-related patterns in math attitudes and achievement. Following 7040 students from 3rd to 8th grades, we examined gender differences in math confidence, interest, and performance and examined relations among these variables over time. Results indicate that gender differences in math confidence are larger than disparities in interest and achievement in elementary school. Structural equation models show that math performance is a consistent predictor of later confidence and interest, and there is some evidence for a reciprocal relation between confidence and performance in middle school. Relations were generally similar for boys and girls. Results raise questions about the notion that early gender differences in math interest are a driver of disparities in later math outcomes and instead suggest that math interventions for girls should begin early and include attention to math confidence, in addition to achievement. (PsycINFO Database Record (c) 2016 APA, all rights reserved) DA - 2016/// PY - 2016 DO - 10.1016/j.lindif.2016.01.002 VL - 47 SP - 182 EP - 193 SN - 1873-3425(Electronic),1041-6080(Print) KW - *Human Sex Differences KW - *Interests KW - Mathematics Achievement ER - TY - JOUR TI - What makes a good teacher? The relative importance of mathematics teachers’ cognitive ability, personality, knowledge, beliefs, and motivation for instructional quality AU - Baier, Franziska AU - Decker, Anna-Theresia AU - Voss, Thamar AU - Kleickmann, Thilo AU - Klusmann, Uta AU - Kunter, Mareike T2 - British Journal of Educational Psychology AB - Background Teachers differ substantially in their instructional performance in the classroom. Thus, researchers and policymakers are interested in how these differences can be explained and how the instruction provided by low-performing teachers can be improved. Previous research has focused either on generic (cognitive ability and personality) or profession-specific (professional knowledge, beliefs, and motivation for teaching) teacher characteristics as predictors of instructional quality but their relative importance has not yet been tested. Aims Hardly any studies have combined central generic and profession-specific variables in ascertaining their relative importance for instructional quality. In the present study, we seek to close this research gap. Samples We investigated 209 German mathematics teachers and their 4,672 students attending grades 7?10 (13- to 16-year-old students). Methods Teacher characteristics (cognitive ability, personality, professional knowledge, beliefs about, and enthusiasm for teaching) were assessed using standardized tests and self-report measures. Instructional quality (learning support, classroom disruptions, and cognitive activation) was rated by the students. Results Using structural equation modelling, we found extraversion, enthusiasm for teaching, and pedagogical/psychological knowledge to be significant predictors of learning support (R2 = .31) and conscientiousness and enthusiasm for teaching to be significant predictors of classroom discipline (R2 = .21). We did not find significant predictors for cognitive activation. Conclusions Our results indicate the relative significance of generic and profession-specific teacher variables for instructional quality. Overall, a substantial amount of variance in instructional quality is explained by teacher characteristics. DA - 2019/12/01/ PY - 2019 DO - 10.1111/bjep.12256 VL - 89 IS - 4 SP - 767 EP - 786 J2 - British Journal of Educational Psychology SN - 0007-0998 UR - https://doi.org/10.1111/bjep.12256 Y2 - 2024/09/18/ KW - motivation KW - belief KW - instruction KW - personality KW - professional knowledge KW - teacher quality ER - TY - JOUR TI - Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis AU - Klassen, Robert M. AU - Tze, Virginia M.C. T2 - Educational Research Review AB - Considerable research has been conducted based on the assumption that teachers’ psychological characteristics are associated with teaching effectiveness. However, the evidence for this assumption is limited: most research on the topic has been limited to investigations of the links between teachers’ self-reported characteristics and other within-teacher, self-reported outcomes. The purpose of this study was to systematically analyze the research exploring two psychological characteristics (self-efficacy and personality) and measures of teaching effectiveness (evaluated teaching performance and student achievement). Analysis of 43 studies representing 9216 participants reveals a significant but small effect size of r¯=.10 between overall psychological characteristics and teaching effectiveness. The strongest effect found was for self-efficacy on evaluated teaching performance (r¯=.28). Implications for practice and future research are discussed. DA - 2014/06/01/ PY - 2014 DO - 10.1016/j.edurev.2014.06.001 VL - 12 SP - 59 EP - 76 J2 - Educational Research Review SN - 1747-938X UR - https://www.sciencedirect.com/science/article/pii/S1747938X14000153 KW - Self-efficacy KW - Meta-analysis KW - Personality KW - Teacher effectiveness KW - Teachers ER - TY - JOUR TI - The Role of Book Features in Young Children's Transfer of Information from Picture Books to Real-World Contexts AU - Strouse, Gabrielle A. AU - Nyhout, Angela AU - Ganea, Patricia A. T2 - Frontiers in Psychology AB - Picture books are an important source of new language, concepts, and lessons for young children. A large body of research has documented the nature of parent-child interactions during shared book reading. A new body of research has begun to investigate the features of picture books that support children's learning and transfer of that information to the real world. In this paper, we discuss how children's symbolic development, analogical reasoning, and reasoning about fantasy may constrain their ability to take away content information from picture books. We then review the nascent body of findings that has focused on the impact of picture book features on children's learning and transfer of words and letters, science concepts, problem solutions, and morals from picture books. In each domain of learning we discuss how children's development may interact with book features to impact their learning. We conclude that children's ability to learn and transfer content from picture books can be disrupted by some book features and research should directly examine the interaction between children's developing abilities and book characteristics on children's learning. DA - 2018/// PY - 2018 VL - 9 J2 - Frontiers in Psychology SN - 1664-1078 UR - https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2018.00050 ER - TY - JOUR TI - The Use of Likert Scales With Children AU - Mellor, David AU - Moore, Kathleen A. T2 - Journal of Pediatric Psychology AB - Objective We investigated elementary school children’s ability to use a variety of Likert response formats to respond to concrete and abstract items. Methods 111 children, aged 6–13 years, responded to 2 physical tasks that required them to make objectively verifiable judgments, using a 5-point response format. Then, using 25 items, we ascertained the consistency between responses using a “gold standard” yes/no format and responses using 5-point Likert formats including numeric values, as well as word-based frequencies, similarities to self, and agreeability. Results All groups responded similarly to the physical tasks. For the 25 items, the use of numbers to signify agreement yielded low concordance with the yes/no answer format across age-groups. Formats based on words provided higher, but not perfect, concordance for all groups. Conclusions Researchers and clinicians need to be aware of the limited understanding that children have of Likert response formats. DA - 2014/04/01/ PY - 2014 DO - 10.1093/jpepsy/jst079 VL - 39 IS - 3 SP - 369 EP - 379 J2 - Journal of Pediatric Psychology SN - 0146-8693 UR - https://doi.org/10.1093/jpepsy/jst079 Y2 - 2024/10/02/ ER - TY - JOUR TI - Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An Exploratory Study AU - Hill, Heather C. AU - Blunk, Merrie L. AU - Charalambous, Charalambos Y. AU - Lewis, Jennifer M. AU - Phelps, Geoffrey C. AU - Sleep, Laurie AU - Ball, Deborah Loewenberg T2 - Cognition and Instruction DA - 2008/10/03/ PY - 2008 DO - 10.1080/07370000802177235 VL - 26 IS - 4 SP - 430 EP - 511 J2 - Cognition and Instruction SN - 0737-0008 UR - https://doi.org/10.1080/07370000802177235 ER - TY - JOUR TI - Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions AU - Ryan, Richard M. AU - Deci, Edward L. T2 - Contemporary Educational Psychology AB - Intrinsic and extrinsic types of motivation have been widely studied, and the distinction between them has shed important light on both developmental and educational practices. In this review we revisit the classic definitions of intrinsic and extrinsic motivation in light of contemporary research and theory. Intrinsic motivation remains an important construct, reflecting the natural human propensity to learn and assimilate. However, extrinsic motivation is argued to vary considerably in its relative autonomy and thus can either reflect external control or true self-regulation. The relations of both classes of motives to basic human needs for autonomy, competence and relatedness are discussed. DA - 2000/01/01/ PY - 2000 DO - 10.1006/ceps.1999.1020 VL - 25 IS - 1 SP - 54 EP - 67 J2 - Contemporary Educational Psychology SN - 0361-476X UR - https://www.sciencedirect.com/science/article/pii/S0361476X99910202 ER - TY - JOUR TI - Sitoutuneet, epävarmat ja poistujat – varhaiskasvatuksen opettajaksi opiskelevien sitoutuneisuus työelämään opintojen loppuvaiheessa AU - Kantonen, Essi AU - Onnismaa, Eeva-Leena AU - Reunamo, Jyrki AU - Tahkokallio, Leena T2 - Journal of Early Childhood Education Research AB - There is a shortage of qualified early childhood education (ECE) teachers in Finland and there has been assumptions that teachers leave the profession especially during the first years of teaching. However, not a lot of studies have been made on the matter. The aim of this study is to explore the factors related to ECE students’ willingness to work as ECE teachers and the factors that make students consider other career options. The study is quantitative and the data consists of a questionnaire answered by University of Helsinki early childhood education students during 2013–2017. Three groups were conducted based on students’ answers: students continuing to the profession, students hesitant of working in ECE and students who will never work in ECE. The results show that willingness to work in the field of ECE is related to work experiences before university studies, the feelings of competence and how the students feel society values their profession. DA - 2020/12/18/ PY - 2020 DP - journal.fi VL - 9 IS - 2 SP - 264 EP - 289 LA - fi SN - 2323-7414 UR - https://journal.fi/jecer/article/view/114133 Y2 - 2024/10/07/09:31:12 L1 - files/110/Kantonen et al. - 2020 - Sitoutuneet, epävarmat ja poistujat – varhaiskasvatuksen opettajaksi opiskelevien sitoutuneisuus työ.pdf ER - TY - JOUR TI - Motivations for choosing teaching as a career: An international comparison using the FIT-Choice scale AU - Watt, Helen M.G. AU - Richardson, Paul W. AU - Klusmann, Uta AU - Kunter, Mareike AU - Beyer, Beate AU - Trautwein, Ulrich AU - Baumert, Jürgen T2 - Teaching and Teacher Education AB - Motivations for preservice teachers' choice of teaching as a career were investigated using the Factors Influencing Teaching Choice scale (FIT-Choice scale; Watt & Richardson, 2007). This scale was initially developed and validated in the Australian context; our study applied it across international samples from Australia, the United States, Germany, and Norway. Support for strong factorial invariance implied the scale functioned similarly, and could fruitfully be employed in different contexts. Sample comparisons revealed that motivations for teaching were more similar than they were different across these samples; whereas, perceptions about the teaching profession tended to reflect country differences. DA - 2012/08/01/ PY - 2012 DO - 10.1016/j.tate.2012.03.003 VL - 28 IS - 6 SP - 791 EP - 805 J2 - Teaching and Teacher Education SN - 0742-051X UR - https://www.sciencedirect.com/science/article/pii/S0742051X12000479 KW - Expectancy-value theory KW - Beginning teachers KW - FIT-Choice scale KW - Sample comparisons KW - Teaching motivations ER - TY - JOUR TI - A multidimensional adapted process model of teaching AU - Metsäpelto, Riitta-Leena AU - Poikkeus, Anna-Maija AU - Heikkilä, Mirva AU - Husu, Jukka AU - Laine, Anu AU - Lappalainen, Kristiina AU - Lähteenmäki, Marko AU - Mikkilä-Erdmann, Mirjamaija AU - Warinowski, Anu AU - Iiskala, Tuike AU - Hangelin, Sanna AU - Harmoinen, Sari AU - Holmström, Anni AU - Kyrö-Ämmälä, Outi AU - Lehesvuori, Sami AU - Mankki, Ville AU - Suvilehto, Pirjo AU - in collaboration with T2 - Educational Assessment, Evaluation and Accountability AB - In the present study, we aimed to specify the key competence domains perceived to be critical for the teaching profession and depict them as a comprehensive teacher competence model. An expert panel that included representatives from seven units providing university-based initial teacher education in Finland carried out this process. To produce an active construction of a shared understanding and an interpretation of the discourse in the field, the experts reviewed literature on teaching. The resulting teacher competence model, the multidimensional adapted process model of teaching (MAP), represents a collective conception of the relevant empirical literature and prevailing discourses on teaching. The MAP is based on Blömeke et al.’s, Zeitschrift für Psychologie, 223, 3–13, (2015) model which distinguishes among teacher competences (referring to effective performance of teachers’ work), competencies (knowledge, skills, and other individual competencies underlying and enabling effective teaching), and situation-specific skills of perceiving, interpreting, and making decisions in situations involving teaching and learning. The implications of the MAP for teacher education and student selection for initial teacher education are discussed. DA - 2022/05/01/ PY - 2022 DO - 10.1007/s11092-021-09373-9 VL - 34 IS - 2 SP - 143 EP - 172 J2 - Educational Assessment, Evaluation and Accountability SN - 1874-8600 UR - https://doi.org/10.1007/s11092-021-09373-9 ER - TY - JOUR TI - Teacher education around the world: What can we learn from international practice? AU - Darling-Hammond, Linda T2 - European Journal of Teacher Education DA - 2017/05/27/ PY - 2017 DO - 10.1080/02619768.2017.1315399 VL - 40 IS - 3 SP - 291 EP - 309 J2 - European Journal of Teacher Education SN - 0261-9768 UR - https://doi.org/10.1080/02619768.2017.1315399 ER -