Girls' and boys' perceived mathematics teacher beliefs, classroom learning environments and mathematical career intentions.

Autor/inn/en	Lazarides, Rebecca; Watt, Helen M. G.
Titel	Girls' and boys' perceived mathematics teacher beliefs, classroom learning environments and mathematical career intentions. Gefälligkeitsübersetzung: Unterschiede zwischen Mädchen und Jungen bei der Wahrnehmung von Einstellungen ihrer Mathematiklehrkräfte, ihrer Lernumwelten und Mathematikkarriereabsichten.
Quelle	In: Contemporary educational psychology, (2015) 41, S. 51-61Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0361-476X; 1090-2384
DOI	10.1016/j.cedpsych.2014.11.005
Schlagwörter	Einstellung (Psychologie); Geschlechtsspezifischer Unterschied; Schulklasse; Schulumwelt; Sekundarbereich; Lehrer; Lehrer-Schüler-Interaktion; Schüler; Schülerin; Motivation; Mathematik; Mathematikunterricht; Berufsinteresse; Leistung; Zielorientierung
Abstract	Studied the influences of student gender, prior achievement, perceived teacher opinions about their abilities, classroom learning environments, and their own motivational beliefs in 10th grade, on subsequent 11th-grade math careers intentions. A total sample of 438 10th graders (52% female) from five schools completed self-report questionnaires during the first term of the 10th and 11th grades. Results from multilevel structural equation model analysis demonstrated associations between teacher beliefs, learning environments, student motivations, and continued mathematical career intentions; different predictors were found for individual and classroom levels. Females perceived lower teacher expectations in comparison to boys. A positive relationship was found between prior achievement, teacher expectations, and student motivation. Student-perceived mathematics classroom mastery-goal orientation (MGO) and performance-approach goal orientation (PGO) were both enhanced by teacher expectations; teacher beliefs regarding mathematics prestige also increased PGO. MGO enhanced students' mathematics value, which along with PGO, subsequently predicted plans for mathematical careers. Results are in line with prior findings regarding individual and classroom-level predictors of student motivation. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3