49 research outputs found
Perceived Social Support Network and Achievement : Mediation by Motivational Beliefs and Moderation by Gender
Research has shown that perceived social support (PSS) (from parents and teachers) influences achievement. However, little is known about how this relationship operates. This study examines the multiple mediational effects of studentsâ motivational beliefs in relationship to the association between PSS and mathematics achievement. The sample included the African countries that participated in the TIMSS 2011 (Ghana, Botswana, South Africa, Morocco, and Tunisia). A bootstrap analysis indicated a unique pattern of the role of motivational beliefs in mediating the relationships between PSS and achievement. Moreover, gender was found to moderate the indirect effect in some countries. The findings indicate that total mediation effect of studentsâ motivational belief on the relationship between PSS and achievement is âculture-fair but not culture-freeâResearch has shown that perceived social support (PSS) (from parents and teachers) influences achievement. However, little is known about how this relationship operates. This study examines the multiple mediational effects of studentsâ motivational beliefs in relationship to the association between PSS and mathematics achievement. The sample included the African countries that participated in the TIMSS 2011 (Ghana, Botswana, South Africa, Morocco, and Tunisia). A bootstrap analysis indicated a unique pattern of the role of motivational beliefs in mediating the relationships between PSS and achievement. Moreover, gender was found to moderate the indirect effect in some countries. The findings indicate that total mediation effect of studentsâ motivational belief on the relationship between PSS and achievement is âculture-fair but not culture-freeâ.Peer reviewe
A BRiTE Journey: 2013â2019
Resilience is widely acknowledged as important for teacher success, yet how to assist pre-service teachers build the skills and strategies for professional resilience is a question often asked by teacher educators. This chapter overviews the design, development and features of a series of five online learning modules designed to support pre-service teacher resilience. The BRiTE modules were informed by an analysis of the literature and content created to address the key themes. Five modules were developed: Building resilience, Relationships, Wellbeing, Taking initiative and Emotions. Each module was designed to be interactive and personalised, enabling users to build their personal toolkit to support their resilience. Since their launch in 2015, the modules have been widely used by pre-service teachers, teachers and a range of stakeholders with over 14,000 registered users at the beginning of 2020. Potential for future use in supporting teacher resilience is discussed
Latina and European American Girlsâ Experiences with Academic Sexism and their Self-Concepts in Mathematics and Science During Adolescence
The study investigated Latina and European American adolescent girlsâ (Nâ=â345, Mâ=â15.2Â years, rangeâ=â13 to 18) experiences with academic sexism in mathematics and science (M/S) and their M/S perceived competence and M/S value (liking and importance). M/S academic sexism was based on girlsâ reported experiences hearing sexist comments about girlsâ abilities in math and science. Older European American adolescents, and both younger and older Latina adolescents, who experienced several instances of academic sexism felt less competent in M/S than girls who experienced less sexism (controlling for M/S grades). In addition, among older girls (regardless of ethnicity), those who experienced several instances of academic sexism valued M/S less than girls who experienced less sexism
Hard-to-staff Australian schools: How can we ensure that all students have access to quality teachers?
How can we ensure that all children have access to an effective teacher, regardless of their sector, home location or educational trajectory? This chapter will make the case for attracting and retaining effective teachers, outline the challenges facing Australia in doing so, and consider some potential policy responses
Classroom motivational environment influences on emotional and cognitive dimensions of student interest in mathematics
Interest has long been regarded as an important motivational construct in the learning of mathematics. It has been contended that the development of interest is directed by two control systems: an emotional and a cognitive. Under the former, students are attracted to activities that are enjoyable, whereas under the latter they consciously engage in tasks that might satisfy, for example, later goals. Younger students are more likely to associate emotional responses to interest-related stimuli, whereas older students tend to associate cognitive responses, suggesting qualitative developmental differences for studentsâ interest in mathematics. Yet there are differences between the classroom motivational environments experienced by primary/elementary vs. secondary school students, and the mathematical interest and enthusiasm likely felt and expressed by primary vs. secondary teachers, which may influence dimensions of student interest. Of concern in this study is the extent to which teacher enthusiasm impacts the classroom motivational environments (mastery vs. performance goal orientation) perceived by students and reported by teachers, and thereby dimensions of studentsâ interest for mathematics. Using survey data from 471 students in Grades 3â10 and 44 of their mathematics teachers, we find that studentsâ perceptions of their teachersâ enthusiasm for teaching mathematics positively predict their perceptions of a classroom mastery environment, which in turn predicts their interest. However, at the class-level, teachersâ enthusiasm for the subject of mathematics negatively predicts the emotional interest of their students. Implications of these results are discussed
Students' motivations to become teachers: FIT-Choice findings from Indonesia
The motivations for undertaking teacher education and perceptions about the teaching profession were examined among 802 fourth-year undergraduate teacher education students at two public and two private universities in Jakarta and Yogyakarta, Indonesia (M = 21, SD = 2.31, 83.16% women). Following translations and piloting, participants completed the factors influencing teaching choice scale (FIT-Choice; Watt and Richardson, 2007) with culturally relevant factors added for: religious influences, second job (time for casual work), tuition fee for teacher education (cheaper), admission into teacher education (less competitive), time for teacher education studies (shorter) and media dissuasion. The extended scale proved valid and reliable with some modifications (e.g., item teaching qualification modified into teaching certification). Social utility values, prior teaching and learning experiences, intrinsic career value and religious influences were the main motivations for choosing teacher education, followed by secure progression prospects and 'second job'. Choosing teacher education as a fallback career was lowest rated, and correlated positively with all teacher education factors. Teaching was perceived as a highly expert career, with high social status