Young children’s motivational frameworks and math achievement: Relation to teacher-reported instructional practices, but not teacher theory of intelligence.
نویسندگان
چکیده
منابع مشابه
Young Children’s Motivational Frameworks and Math Achievement: Relation to Teacher-Reported Instructional Practices, but Not Teacher Theory of Intelligence
Although students’ motivational frameworks (entity vs. incremental) have been linked to academic achievement, little is known about how early this link emerges and how motivational frameworks develop in the first place. In a year-long study (student N 424, Teacher N 58), we found that, as early as 1st and 2nd grade, children who endorsed an incremental framework performed better on a nationally...
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We are grateful to the New York City Department of Education and the New York State Education Department for the data employed in this paper. We appreciate comments on an earlier draft from Tim Sass, Jonah Rockoff and participants at both the Economics of Teacher Quality Conference at the Australian National University and the New York Federal Reserve Education Policy Workshop. The research is ...
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ژورنال
عنوان ژورنال: Journal of Educational Psychology
سال: 2016
ISSN: 1939-2176,0022-0663
DOI: 10.1037/edu0000064