How might teachers enable learner self-confidence? A review study

Maclellan, Effie

doi:10.1080/00131911.2013.768601

Cited by 51 publications

(29 citation statements)

References 106 publications

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“…In addition, students who set proximal goals develop stronger academic confidence than those who set distal goals, as the former allows more opportunities to recognize growing expertise (Bandura & Schunk, ). It has also been suggested that confidence may be developed through interventions targeting emotional well‐being, pedagogy that promotes the active and voluntary sharing of knowledge, and educational interventions that are designed to improve attainment in specific curricular domains (e.g., see Maclellan, ). These approaches may support teachers to develop this attribute among adolescents.…”

Section: Resultsmentioning

confidence: 99%

Understanding and Supporting Adolescents’ Mental Toughness in an Education Context

et al. 2016

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Understanding and supporting adolescents' mental touchness in an educational context http://researchonline.ljmu.ac.uk/8971/ Article LJMU has developed LJMU Research Online for users to access the research output of the University more effectively. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LJMU Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain.The version presented here may differ from the published version or from the version of the record. Please see the repository URL above for details on accessing the published version and note that access may require a subscription. AbstractThis study sought to explore the concept of mental toughness (comprising the attributes challenge, commitment, control and confidence) from the perceptions of adolescents, to better understand their views on these attributes and the extent to which each were regarded as important within an educational setting. In total, 54 adolescents (31 female) aged 12-17 participated. Focus group interviews (n = 15, average group size 3-4) were conducted, audio-recorded and transcribed verbatim. Data were analysed using the principles of abbreviated grounded theory. The students' views are discussed with reference to relevant psychological theory and literature and implications for teachers interested in encouraging these positive psychological attributes among adolescents are discussed.

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Section: Resultsmentioning

confidence: 99%

Understanding and Supporting Adolescents’ Mental Toughness in an Education Context

et al. 2016

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“…There is also some research which indicates a positive relationship between pupils feeling good and achieving well at school (Maclellan 2014), as well as research indicating a strong correlation between pupils' sense of confidence and their outcomes (Stankov, Morony, and Lee 2014). These projects suggest that pupils' confidence can be increased by the successful, autonomous use of metacognitive strategies, which is perhaps unsurprising.…”

Section: Metacognition In Historical and Policy Contextsmentioning

confidence: 99%

Metacognition in schools: what does the literature suggest about the effectiveness of teaching metacognition in schools?

2018

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This paper focuses on a neglected area of school policy and practice: metacognition. As education becomes increasingly evidence-informed policy makers, school leaders and teachers are becoming increasingly research literate and have ready access to an evergrowing range of evidence about 'what works' in schools. Influential sources of evidence, such as the Education Endowment Foundation's Teaching and Learning Toolkit, often indicate that teaching metacognition in schools can have a very positive effect on pupils' outcomes. In this paper, we examine over fifty studies to ascertain the effect of teaching metacognition in schools on pupils' outcomes and their wellbeing. Following our review it is clear that there is strong evidence indicating the when metacognition is effectively taught in schools then there is a very positive effect on pupil outcomes; there is less evidence about the relationship between teaching metacognition and pupil wellbeing, but the evidence which does exist is also very positive. Having identified that teaching metacognition can help improve pupil outcomes in schools, we then pose questions about the English government's attitudes towards evidence-based practice. We ask why the government adopts some policies and strategies which have an international evidence base, while not adopting other policies or strategies which have at least an equally strong evidence base. This paper concludes by suggesting how policies and practices can be improved at in schools, Initial Teacher Education establishments and at the level of national policy.

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“…Studies found interventions putting students in a growth-mindset reversed trends for declining grades (Blackwell, Trzesniewski and Dweck 2007;Good, Aronson and Inzlicht 2003). How teachers view students impacts upon students' selfimage, view of themselves as students (Allen 2003), motivation (Pollard et al 2001) and self-confidence (Maclellan 2014).…”

Section: Student Beliefsmentioning

confidence: 99%

“My math lessons are all about learning from your mistakes”: how mixed-attainment mathematics grouping affects the way students experience mathematics

Francome

Hewitt

2018

Educational Review

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My math lessons are all about learning from your mistakes": how mixed-attainment mathematics grouping affects the way students experience mathematics Mixed-attainment mathematics teaching is not a common practice in England despite evidence that ability grouping is not an effective strategy for improving educational outcomes. This study compares mathematics in School M (mixedability groupings) and School S (sets) in relation to student beliefs, and teacher beliefs and practices. Questionnaire data from 286 students and twelve teachers were triangulated with lesson observations and interviews. This article suggests grouping practices could indeed influence students' mindsets, teachers' mindsets and teachers' beliefs and practices. An above average proportion of students in both schools reported growth orientations although these beliefs were held more strongly by students in the mixed-attainment grouping. School M teachers also held stronger growth-mindsets than School S teachers. Mathematics teachers in both schools reported connectionist beliefs but the students' experiences differed. Most students in School M perceive typical mathematics lessons as involving a substantial problem or challenge worked on collaboratively in pairs or small groups, and having several entry points. Students in both schools valued learning from mistakes but School M students were more likely to both believe this would help them, and have access to this type of learning opportunity. Students taught in sets experienced mathematics as procedures delivered by teachers and reproduced by students. This has implications for further research as mixedattainment groupings may be a factor in determining the way in which students experience learning mathematics.

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How might teachers enable learner self-confidence? A review study

Cited by 51 publications

References 106 publications

Understanding and Supporting Adolescents’ Mental Toughness in an Education Context

Understanding and Supporting Adolescents’ Mental Toughness in an Education Context

Metacognition in schools: what does the literature suggest about the effectiveness of teaching metacognition in schools?

“My math lessons are all about learning from your mistakes”: how mixed-attainment mathematics grouping affects the way students experience mathematics

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