Work

Influence of track placement and teachers' perceptions of children's academic schoolwork skills on the development of children's motivational self-beliefs and achievement

Year: 2024

Type: article

Abstract: 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.

Source: Teaching and Teacher Education

DOI: 10.1016/j.tate.2024.104847

Authors: Satu Koivuhovi, Alexander Jung, Elina Kilpi-Jakonen, Todd D. Little, Mari-Pauliina Vainikainen

Institutions: University of Turku, University of Tübingen, Texas Tech University, Tampere University, University of Tampere

Language: English

Topic: Education, Achievement, and Giftedness

Subfield: Experimental and Cognitive Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: hybrid

Estimated APC paid: $2,770