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Less direct than you thought: Do teachers transmit math value to students through their cognitive support for understanding?
Learning and Instruction ( IF 6.636 ) Pub Date : 2021-07-26 , DOI: 10.1016/j.learninstruc.2021.101521
Anna-Lena Dicke 1 , Charlott Rubach 1 , Nayssan Safavian 1 , Stuart A. Karabenick 2 , Jacquelynne S. Eccles 1, 3
Affiliation  

Students' valuing of subject domains is an important contributor to students' educational success. As one avenue to foster students' valuing, social-cognitive motivational theories suggest that teachers might transmit their value beliefs to students through their instructional strategies. Accordingly, the current study examined the transmission of teacher's math value to students' math value via the content-related instructional strategy of cognitive support as reported by teachers and students. Using a longitudinal dataset of 1429 students (51% males, 68% Hispanic) and their 26 teachers (48% female), manifest-latent multilevel regression analyses showed some indication that teacher's endorsement of math valuing for their students, but not their personal value beliefs, might be associated indirectly with class average students' interest value through teacher's provision of cognitive support. Furthermore, teacher's reported cognitive support was related to the class average of students' value beliefs through class average students' perceptions of cognitive support, highlighting the importance of students' perceptions.



中文翻译:

没有你想象的那么直接:教师是否通过他们对理解的认知支持将数学价值传递给学生?

学生对学科领域的评价是学生取得教育成功的重要因素。作为培养学生价值观的一种途径,社会认知动机理论表明,教师可以通过他们的教学策略将他们的价值观传递给学生。因此,本研究通过教师和学生报告的与内容相关的认知支持教学策略,检验了教师数学价值对学生数学价值的传递。使用 1429 名学生(51% 男性,68% 西班牙裔)和他们的 26 名教师(48% 女性)的纵向数据集,显隐多级回归分析显示出一些迹象表明教师认可学生的数学价值,但不认可他们的个人价值信念,可能通过教师提供的认知支持与班级平均学生的兴趣价值间接相关。此外,教师报告的认知支持通过班级平均学生对认知支持的感知与学生价值信念的班级平均值相关,突出了学生感知的重要性。

更新日期:2021-07-26
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