Collaborative, school-based professional development settings for teachers: Implementation and links to improving the quality of classroom practice and student learning

Matsumura, Lindsay Clare and Steinberg, Joan Rector (2002) Collaborative, school-based professional development settings for teachers: Implementation and links to improving the quality of classroom practice and student learning. Technical Report. National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California, Graduate School of Education & Information Studies.

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Abstract

This study examined how cognitive and motivational factors jointly contributed to science achievement, engagement, and choice of science-related majors and careers in a sample of 491 high school students. Students completed cognitive and motivational measures in three different sessions: (a) a survey of motivational processes, including competence beliefs, task values, and behavioral engagement in the science classroom; (b) assessments of fluid, crystallized, and spatial abilities; and (c) a science achievement test. Results of regression analyses showed that the inclusion of motivational variables enhanced the predictive validity for science achievement. General ability was the strongest predictor of achievement outcomes, whereas motivational variables were the strongest predictors of engagement and choice. General ability had a direct effect on achievement and an indirect effect through the mediation of competence beliefs. Competence beliefs and task values had direct effects on achievement and indirect effects through the mediation of engagement. The study highlights the differential predictive validity of cognitive and motivational factors for different types of outcome and corroborates the mediational pathways linking self-system processes, action, and outcomes.

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Details

Item Type:	Monograph (Technical Report)
Status:	Published
Creators/Authors:	Creators Email Pitt Username ORCID Matsumura, Lindsay Clare lclare@pitt.edu LCLARE Steinberg, Joan Rector
Monograph Type:	Technical Report
Date:	2002
Date Type:	Publication
Access Restriction:	No restriction; Release the ETD for access worldwide immediately.
Publisher:	National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
Place of Publication:	University of California, Graduate School of Education & Information Studies
Institution:	National Center for Research on Evaluation, Standards, and Student Testing
Schools and Programs:	School of Education > Learning Sciences and Policy
Refereed:	Yes
Official URL:	http://www.cse.ucla.edu/products/reports/TR568.pdf
Other ID:	CSE Report 568
Date Deposited:	09 Oct 2015 16:28
Last Modified:	01 Nov 2017 14:00
URI:	http://d-scholarship.pitt.edu/id/eprint/26211

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