LIBERO WebOPAC Catalogue Display (W561)

Catalogue Information
Field name	Details
Nuova numerazione	73755
Collocazione	UPS BIBL CENTR SL-II-649
Vecchia numerazione	399506
Autore	ARCHAMBAULT, I.
Titolo	Teacher beliefs as predictors of adolescents' cognitive engagement and achievement in mathematics. Parte componente di periodico
Descrizione fisica	pp. 319-328
Nota generale	Estratto da: Journal of Educational Research 2012, 105, 5
Riassunto	The authors explored the moderating effect of teachers' expectancies and general sense of efficacy on the relationship between students' achievement and their cognitive engagement and achievement 1 year later. They used hierarchical linear modeling with a longitudinal sample of 79 mathematics teachers and their 1,364 secondary school students coming from 33 schools serving disadvantaged communities in Québec (Canada). Results indicate that teachers self-reported beliefs directly influenced student academic experience. However, they did not influence more importantly low-achieving than high-achieving students. Such findings suggest that in schools serving low socioeconomic status students, teachers should be made aware of the role their attitudes can play on students cognitive engagement and achievement. Special efforts should also be made to help them develop positive attitudes toward all students.
Tipo di documento	RICERCA.
Soggetto	CREDENZE.
	ASPETTATIVE.
	ATTEGGIAMENTI.
	DOCENTI.
	ADOLESCENTI.
	IMPEGNO.
	RENDIMENTO.
	SCUOLA.
	CANADA.
	Psicologico
Ambito	Pedagogico
Autore Secondario	JANOSZ, M.
Autore Secondario	CHOUINARD, R.
Titolo correlato	Journal of Educational Research 2012, 105, 5.
Accesso online	http://ejournals.ebsco.com/direct.asp?ArticleID=4077A5F8C86DB4F44AE5
Accesso online	http://web.ebscohost.com/ehost/detail?sid=0b42d1d0-47d7-4e50-b397-7fd8f93c0414%40sessionmgr112&vid=1&hid=127&bdata=Jmxhbmc9aXQmc2l0ZT1laG9zdC1saXZl#db=psyh&AN=2012-21219-002

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Teacher beliefs as predictors of adolescents' cognitive engagement and achievement in mathematics.