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Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms
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OriginalveröffentlichungTeaching and teacher education (2018) 69, S. 1-10 ZDB
Dokument  (534 KB) (formal und inhaltlich überarbeitete Version)
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Schlagwörter (Deutsch)
Teildisziplin
DokumentartAufsatz (Zeitschrift)
ISSN0742-051X; 0742051X
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):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 selfefficacy 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. (DIPF/Orig.)
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Eintrag erfolgte am01.01.2021
QuellenangabeLazarides, Rebecca; Buchholz, Janine; Rubach, Charlott: Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms - In: Teaching and teacher education (2018) 69, S. 1-10 - URN: urn:nbn:de:0111-pedocs-155971 - DOI: 10.25656/01:15597; 10.1016/j.tate.2017.08.017
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