Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms.

Autor/inn/en	Lazarides, Rebecca; Buchholz, Janine; Rubach, Charlott
Titel	Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms.
Quelle	In: Teaching and teacher education, (2018) 69, S. 1-10Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (inhaltlich überarbeitete Version); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2017.08.017
URN	urn:nbn:de:0111-pedocs-155971
Schlagwörter	Strukturgleichungsmodell; Freude; Selbstwirksamkeit; Verhalten; Wahrnehmung; Schuljahr 09; Schuljahr 10; Gymnasium; Integrierte Sekundarschule; Lehrer; Schüler; Motivation; Lernziel; Unterrichtsklima; Klassenführung; Mathematikunterricht; Überzeugung; Wertorientierung; Modell; Wirkung; Berlin
Abstract	The purpose of this study is to examine whether teacher enthusiasm and classroom management self-efficacy are related to classroom mastery orientation and student motivation. We used data from 803 students in grades 9 and 10 (53.3% girls) and their mathematics teachers (N = 41; 58.5% men). Student-perceived teacher enthusiasm was related to classroom mastery orientation as well as to intrinsic value and cost at the student level. Teacher-reported selfefficacy was related to classroom mastery orientation at the classroom level. At both the individual and the classroom level, classroom mastery orientation was related to attainment and utility value. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/2