A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
Influence of track placement and teachers' perceptions of children's academic schoolwork skills on the development of children's motivational self-beliefs and achievement
Tekijät: Koivuhovi, Satu; Jung, Alexander; Kilpi-Jakonen, Elina; Little, Todd D.; Vainikainen, Mari-Pauliina
Kustantaja: Elsevier BV
Julkaisuvuosi: 2025
Journal: Teaching and Teacher Education
Tietokannassa oleva lehden nimi: Teaching and Teacher Education
Artikkelin numero: 104847
Vuosikerta: 153
ISSN: 0742-051X
eISSN: 1879-2480
DOI: https://doi.org/10.1016/j.tate.2024.104847
Verkko-osoite: http://dx.doi.org/10.1016/j.tate.2024.104847
Rinnakkaistallenteen osoite: 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.
Ladattava julkaisu This is an electronic reprint of the original article. |  |
