Literaturnachweis - Detailanzeige
Autor/inn/en | Cortina, Kai S.; Makara, Kara A.; Gruehn, Sabine |
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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 |
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 |