Classroom Practices and Perceptions of School Culture: An HLM Model.

Autor/in	Anderman, Eric M.
Titel	Classroom Practices and Perceptions of School Culture: An HLM Model.
Quelle	(1992), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Ability; Academic Aspiration; Children; Classroom Environment; Competition; Educational Environment; Elementary Education; Goal Orientation; Grade 3; Grade 4; Grade 5; School Culture; Student Attitudes; Teacher Attitudes + Suchen Sie Ihr Suchwort? Fähigkeit; Fertigkeit; Child; Kind; Kinder; Klassenklima; Unterrichtsklima; Wettkampf; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elementarunterricht; Zielorientierung; Zielvorstellung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Schulkultur; Schulleben; Schülerverhalten; Lehrerverhalten
Abstract	The concept of goals has emerged as a useful and important social-cognitive approach to understanding motivation, achievement, and learning. Recent work reveals that the environment of the classroom affect the types of goals which students adopt: students are likely to adopt ability-focused goals when they see their teachers emphasizing relative ability and competition while students who feel that their teachers value task-mastery, tend to adopt task-focused goals. This study uses hierarchical linear modeling (HLM) to examine the effects of classroom-level practices on students' perceptions of how much their schools value relative ability and competition over task-mastery. The sample included 341 third through fifth grade students from 15 classrooms in 2 elementary schools. Results indicate that classroom-level practices heavily influence students' perceptions of what their schools value. When teachers foster a competitive classroom environment, then students are likely to feel that the entire school holds such values. On the other hand, when children feel that the school is task-focused, students are less likely to believe that the school values ability goals; however, this negative relationship disappears in classrooms where teachers encourage challenging tasks. This finding suggests that some children merely interpret "challenges" as another form of competition. (RJM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC