Teachers' Ability and Help Attributions and Children's Math Performance and Task Persistence

Autor/inn/en	Tõeväli, Paula-Karoliina; Kikas, Eve
Titel	Teachers' Ability and Help Attributions and Children's Math Performance and Task Persistence
Quelle	In: Early Child Development and Care, 186 (2016) 8, S.1259-1270 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2015.1089434
Schlagwörter	Longitudinal Studies; Correlation; Attribution Theory; Mathematics Achievement; Persistence; Elementary School Students; Elementary School Teachers; Grade 2; Grade 3; Questionnaires; Time on Task; Teacher Attitudes; Teacher Influence; Student Characteristics; Foreign Countries; Gender Differences; Estonia + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausdauer; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Fragebogen; Zeitaufwand; Lehrerverhalten; Ausland; Geschlechterkonflikt; Estland
Abstract	The present longitudinal study examined the reciprocal relationships between teachers' causal attributions and children's math performance and task persistence. In total, 760 elementary school children and their teachers participated in this study. The children were tested in math twice, at the end of the second and third grades. At both time points teachers also filled out questionnaires measuring their causal attributions and assessed children's task persistence. The results indicated that the more the teachers attributed children's math success to their own help or math failure to children's ability, the poorer the children's math performance was. Likewise, the lower the children's math performance was, the more teachers thought that their math success was due to teachers' help or math failure was due to children's ability. In contrast, teachers' perception of success attributions to ability was based on children's task persistence as well as math performance. Persistent behaviour in turn increased children's math performance and vice versa. The findings highlight the importance of teachers' causal attributions in children's learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01