Display Settings:

Format

Send to:

Choose Destination
See comment in PubMed Commons below
Contemp Educ Psychol. 2001 Jan;26(1):76-95.

Learning to Value Mathematics and Reading: Relations to Mastery and Performance-Oriented Instructional Practices.

Author information

  • 1The University of Kentucky

Abstract

Changes in students' achievement values in mathematics and reading were examined in a sample of children and early adolescents. Hierarchical linear modeling techniques were used to account for both classroom- and student-level effects. At the student level, positive changes in students' achievement values were associated positively with self-concept of ability and the previous year's achievement values in both reading and math. Measures of teachers' mastery- and performance-oriented instructional practices were included in the full HLM model. Students experienced decrements in achievement values, after controlling for other student and classroom-level variables, in classrooms where performance-oriented instructional practices were used. In the full model, self-concept of ability was related positively to increases in achievement values, whereas gender was unrelated to changes in achievement values. Copyright 2001 Academic Press.

PMID:
11161641
[PubMed - as supplied by publisher]
PubMed Commons home

PubMed Commons

0 comments
How to join PubMed Commons

    Supplemental Content

    Loading ...
    Write to the Help Desk