The connection between teaching and learning. Linking teaching quality and metacognitive strategy use in primary school.

Autor/inn/en	Rieser, Svenja; Naumann, Alexander; Decristan, Jasmin; Fauth, Benjamin; Klieme, Eckhard; Büttner, Gerhard
Titel	The connection between teaching and learning. Linking teaching quality and metacognitive strategy use in primary school.
Quelle	In: British journal of educational psychology, 86 (2016) 4, S. 526-545Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0007-0998; 2044-8279
DOI	10.1111/bjep.12121
Schlagwörter	Empirische Untersuchung; Fragebogen; Mehrebenenanalyse; Unterrichtsbeobachtung; Kognitiver Prozess; Metakognition; Schuljahr 03; Grundschule; Schüler; Lernmotivation; Lernprozess; Lernmethode; Videoaufzeichnung; Klassenführung; Unterricht; Naturwissenschaftlicher Unterricht; Qualität; Unterstützung; Deutschland
Abstract	This study aimed to investigate the connection between effective teaching and reported learning activities. We hypothesize specific relations between a three-dimensional model of teaching quality (i.e., cognitive activation, supportive climate, and classroom management) and students' reported use of metacognitive strategies. Students' intrinsic motivation is considered as a mediator and a moderator of this connection. [...] Data were collected through classroom or video observation and questionnaires over a period of approximately 2 months. Multilevel analysis was utilized to test our hypotheses. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2018/3