Teacher perceptions of learning motivation and classroom behavior. The role of student characteristics.

Autor/inn/en	Brandmiller, Cornelius; Dumont, Hanna; Becker, Michael
Titel	Teacher perceptions of learning motivation and classroom behavior. The role of student characteristics.
Quelle	In: Contemporary educational psychology, (2020) 63, Art. 101893, 11 S.Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (Autorenversion); PDF als Volltext kostenfreie Datei (Autorenversion) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0361-476X; 1090-2384
DOI	10.1016/j.cedpsych.2020.101893 10.25656/01:22919
URN	urn:nbn:de:0111-pedocs-229198
Schlagwörter	Strukturgleichungsmodell; Gender; Erwartung; Kognitive Kompetenz; Verhalten; Wahrnehmung; Soziale Herkunft; Eltern; Schuljahr 04; Lehrer; Schüler; Leistungsbeurteilung; Lernmotivation; Ungleichheit; Migrationshintergrund; Sozioökonomische Lage; Einflussfaktor; Statistische Methode; Deutschland
Abstract	The present study investigates whether teacher perceptions of students' cognitive skills, their learning motivation, and their classroom behavior differ according to students' socioeconomic status, immigrant background, and gender. Data from N = 4746 German fourth graders and data from their parents and teachers were analyzed using structural equation modeling. Controlling for student achievement as measured in a standardized achievement test and student motivation as measured by student and parent reports, we found that teachers overestimated the cognitive skills of high-SES students and girls in comparison to those of low-SES students and boys. Similarly, teachers perceived high-SES students, students who are not from an immigrant background, and girls as having a higher learning motivation and as having more cognitive skills. Finally, we found that teachers' perceptions of students' learning motivation and classroom behavior mediated the relationship between student characteristics and cognitive skills as perceived by the teacher. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/4