A1 Refereed original research article in a scientific journal
Influence of track placement and teachers' perceptions of children's academic schoolwork skills on the development of children's motivational self-beliefs and achievement
Authors: Koivuhovi, Satu; Jung, Alexander; Kilpi-Jakonen, Elina; Little, Todd D.; Vainikainen, Mari-Pauliina
Publisher: Elsevier BV
Publication year: 2025
Journal: Teaching and Teacher Education
Journal name in source: Teaching and Teacher Education
Article number: 104847
Volume: 153
ISSN: 0742-051X
eISSN: 1879-2480
DOI: https://doi.org/10.1016/j.tate.2024.104847
Web address : http://dx.doi.org/10.1016/j.tate.2024.104847
Self-archived copy’s web address: https://research.utu.fi/converis/portal/detail/Publication/470949504
In this study, we analyzed longitudinal data from 1065 Finnish elementary school students to examine how teachers' perceptions of students' academic schoolwork skills and track placement influence children's motivational self-beliefs and achievement. Our findings indicate, that teachers' perceptions of students, which varied notably based on the students' gender, their mothers' education level, and their class types, significantly affected children's motivation and achievement. Teachers viewed girls, children of more educated mothers, and students in classes with a special emphasis more positively. Moreover, studying in a class with a special emphasis was associated with more positive developments in achievement and ability beliefs.
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