Learning motivation around the globe. How universal is the role of teacher support?

Autor/inn/en	Cortina, Kai S.; Makara, Kara A.; Gruehn, Sabine
Titel	Learning motivation around the globe. How universal is the role of teacher support?
Quelle	Aus: Bos, Wilfried (Hrsg.); Klieme, Eckhard (Hrsg.); Köller, Olaf (Hrsg.): Schulische Lerngelegenheiten und Kompetenzentwicklung. Festschrift für Jürgen Baumert. Münster u.a.: Waxmann (2010) S. 195-206 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	3-8309-2358-9; 978-3-8309-2358-9
Schlagwörter	Förderung; Lehrer; Lehrerrolle; Schüler; Lernmotivation; Lernumgebung; Datenanalyse; Mathematikunterricht; Internationaler Vergleich; Einflussfaktor; Welt; PISA (Programme for International Student Assessment)
Abstract	Teacher support is consistently shown to be an important predictor of students' learning motivation. However, the empirical evidence is limited to studies in Western cultures with comparable educational systems and similar normative understanding of the teacher's role. Using the PISA 2003 data, the current study suggests that the positive effect of perceived teacher support on learning motivation in mathematics is, in fact, rather universal across 11 nations from three very different regions of the world (Europe, Asia, South America) with students utility value as the dependent measure. The average level of perceived teacher support across countries explained half of the countries' level variance of students' utility values. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2010/4