Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms

被引：78

作者：

Lazarides, Rebecca ^{[1
]}

Buchholz, Janine ^{[2
]}

Rubach, Charlott ^{[1
]}

机构：

[1] Univ Potsdam, Dept Educ, Karl Liebknecht Str 24-25, D-14476 Potsdam, Germany

[2] German Inst Int Educ Res, Schlestr 29, D-60486 Frankfurt, Germany

来源：

TEACHING AND TEACHER EDUCATION | 2018年 / 69卷

关键词：

Teacher enthusiasm; Teacher self-efficacy; Mathematics classrooms; Multilevel analyses; ADOLESCENTS PERCEPTIONS; MEDIATING ROLE; VALUE BELIEFS; GENDER; MANAGEMENT; VALUES; SCHOOL; COMPETENCE; EXPERIENCE; DOMAIN;

D O I：

10.1016/j.tate.2017.08.017

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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. (C) 2017 Elsevier Ltd. All rights reserved.

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页码：1 / 10

页数：10

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