Link to the University of Pittsburgh Homepage
Link to the University Library System Homepage Link to the Contact Us Form

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.

[img]
Preview
PDF
Published Version
Available under License : See the attached license file.

Download (214kB)
[img] Plain Text (licence)
Available under License : See the attached license file.

Download (1kB)

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.


Share

Citation/Export:
Social Networking:
Share |

Details

Item Type: Monograph (Technical Report)
Status: Published
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Matsumura, Lindsay Clarelclare@pitt.eduLCLARE
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

Metrics

Monthly Views for the past 3 years

Plum Analytics


Actions (login required)

View Item View Item