Teachers' Diagnostic Perception - What Role Does Students' Grade Performance Play in the Teacher's Assessment of Mathematical Self-concepts?

被引：0

作者：

Praetorius, Anna-Katharina ^{[1
]}

Greb, Karim ^{[2
,3
]}

Lipowsky, Frank ^{[4
]}

Gollwitzer, Mario ^{[5
]}

机构：

[1] Univ Koblenz Landau, DFG Graduiertenkolleg Unterrichtsprozesse, Mainz, Germany

[2] Univ Kassel, Projekt PERLE, Kassel, Germany

[3] Deutsch Inst Int Padag Forsch DIPF, Frankfurt, Germany

[4] Univ Kassel, Fachgebiets Empir Sch Forsch, Kassel, Germany

[5] Philipps Univ Marburg, Psychol Methodenlehre, Marburg, Germany

来源：

JOURNAL FOR EDUCATIONAL RESEARCH ONLINE-JERO | 2010年 / 2卷 / 01期

关键词：

diagnostic competence; judgment accuracy; academic self-concept in mathematics; achievement in mathematics;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study focuses on whether and to which extent teachers incorporate grade performance in mathematics in appraising the students' self-concepts of their own mathematical ability. Structural equation and multilevel modelling was used to investigate these questions based on 36 teachers and 663 first graders. Mathematical achievement predicted teacher ratings of students' mathematical self-concept to a greater degree than students' mathematical self-concepts did. However, the degree to which teacher ratings were predicted by pupils' ratings differed substantially across teachers. A discussion on the theoretical and practical implications of the results concludes this study.

引用

页码：121 / 144

页数：24

共 21 条

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