Self-Regulatory Teaching in Mathematics: Relations to Teachers' Motivation, Affect and Professional Commitment

Autor/inn/en	Chatzistamatiou, Mariza; Dermitzaki, Irini; Bagiatis, Vasilios
Titel	Self-Regulatory Teaching in Mathematics: Relations to Teachers' Motivation, Affect and Professional Commitment
Quelle	In: European Journal of Psychology of Education, 29 (2014) 2, S.295-310 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-013-0199-9
Schlagwörter	Mothers; Independent Study; Mathematics Instruction; Student Motivation; Affective Behavior; Elementary School Teachers; Questionnaires; Planning; Evaluation Methods; Learning Strategies; Teacher Role; Path Analysis; Predictor Variables; Self Efficacy; Emotional Response; Teacher Persistence; Psychological Patterns; Foreign Countries; Greece + Suchen Sie Ihr Suchwort? Mother; Mutter; Selbststudium; Mathematics lessons; Mathematikunterricht; Schulische Motivation; Affective disturbance; Active behaviour; Affektive Störung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fragebogen; Ablaufplanung; Planungsprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lehrerrolle; Pfadanalyse; Prädiktor; Self-efficacy; Selbstwirksamkeit; Emotionales Verhalten; Ausland; Griechenland
Abstract	The purpose of this study was to examine the relationships between teachers' reports on self-regulatory strategy use in mathematics instruction and individual motivational and affective factors. Two hundred and ninety-two Greek primary school teachers responded to two questionnaires assessing (a) the strategies they use themselves to plan, monitor and evaluate mathematics instruction and (b) the strategies they use to activate and enhance students' self-regulated learning in mathematics. Path analysis showed that teachers' self-regulation strategies both for their own teaching and for enhancing students' self-regulation in mathematics were predicted by their self-efficacy beliefs in teaching mathematics, the value they attribute to mathematics and their emotional commitment to their profession. Teachers' enjoyment of mathematics teaching did not directly predict their reported use of self-regulatory instructional strategies. The implications of the study are related to the development of teachers' training programmes in self-regulated instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10