Judgment Confidence and Judgment Accuracy of Teachers in Judging Self-Concepts of Students

Praetorius, Anna‐Katharina; Berner, Valérie-Danielle; Zeinz, Horst; Scheunpflug, Annette; Dresel, Markus

doi:10.1080/00220671.2012.667010

Cited by 47 publications

(21 citation statements)

References 32 publications

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“…Teachers are therefore important in providing direct feedback on students' abilities and progress; teachers' perceptions of students' abilities may additionally influence their teaching approaches and activities, including effectively adapting content to students' learning requirements. As Praetorius and her colleagues suggest (Praetorius et al, 2013), teachers' beliefs of students' abilities and their relative accuracy could be used to optimise learning: for under-confident students, teachers could provide achievable work (potentially but not necessarily easier than usual) to facilitate mastery experiences (influential to the formation of self-concept and self-efficacy beliefs; Bong & Skaalvik, 2003) where the student can attribute success to their own abilities; for accurate students with strong abilities, teachers could provide work slightly above the students' skill level to facilitate progression. Of course, this requires teachers to judge students' abilities and beliefs with reasonable accuracy.…”

Section: Wider Implicationsmentioning

confidence: 98%

“…Praetorius and her colleagues found that many teachers in Germany were less accurate and were over-confident of their judgements of students' abilities, and teacher confidence was higher for more extreme judgements (i.e. students judged to be of very low or very high ability; Praetorius et al, 2013). The use of calibration measures may be one way for teachers to become more aware of their students' perceived performance.…”

Section: Wider Implicationsmentioning

confidence: 99%

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Students' intentions to study non‐compulsory mathematics: the importance of how good you think you are

Sheldrake

Mujtaba

Reiß

2014

British Educational Res J

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Increasing the number of students who study mathematics once it is no longer compulsory remains a priority for England. A longitudinal cohort from England (1085 students) was surveyed at Years 10 and 12. Students' self-beliefs of ability influenced their GCSE mathematics grades and their intended and actual mathematics subject-choices; the degree of under-confidence or over-confidence related to these self-beliefs was also influential. Additional factors that significantly influenced students' intentions at Year 10 to study mathematics in Year 12 were the advice or pressure to do so, the extrinsic motivation associated with mathematics, their gender and the emotional response associated with doing mathematics. These same factors were also significant influences on students' intentions at Year 12 to study mathematics at university, with the addition of their intrinsic motivation associated with mathematics. Although gender was not a significant influence on GCSE mathematics grades or whether students actually studied A-Level mathematics, boys were associated with higher intentions to study mathematics into Year 12, 13 and university. Additionally, girls were generally more under-confident than boys in their self-beliefs. Introduction Self-beliefs and subject-choicesIncreasing the numbers of mathematics students and graduates remains a priority for England; mathematics helps solve problems throughout the physical sciences, computer sciences, engineering, medicine and many other areas, and more students and graduates are hoped by policy-makers and stake-holders to ultimately benefit the wider economy (The Royal Society, 2011). Mathematics A-Level entries have only recently recovered following a decline owing to the introduction of Curriculum 2000 (Department for Education, 2011), and it remains important to explore why students decide to study A-Level mathematics or not, especially as fewer students in England study non-compulsory mathematics compared with many other countries (Hodgen et al., 2013).Students' attainment in GCSE mathematics has a major effect on whether they continue with the subject once it becomes non-compulsory. A continued onto A-Level mathematics, but only 15% of students with grade B and 1% with grade C did so (Department for Education, 2012). Other subjects such as the sciences, history and languages, are less critically dependent on GCSE grades for progression to A-Level. Additionally, students' self-beliefs of their own attainment, ability, or success, such as their academic subject-specific self-concept beliefs, are fundamental to both attainment (e.g. Huang, 2011) and subject-choices (e.g. Blenkinsop et al., 2006). A systematic literature review (Tripney et al., 2010) has highlighted that these self-beliefs, together with the perceived usefulness of subjects, enjoyment, and the complementary nature of some subjects, are commonly reported reasons for A-Level choices. Mathematics subject-choices in England have also been influenced by the perceived difficulty of A-Level study and (low) confi...

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Section: Wider Implicationsmentioning

confidence: 98%

Section: Wider Implicationsmentioning

confidence: 99%

Students' intentions to study non‐compulsory mathematics: the importance of how good you think you are

Sheldrake

Mujtaba

Reiß

2014

British Educational Res J

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“…The C4 model with indicator-specific (see Equations [15][16]) as well as unidimensional latent trait and rater factors (see Equations [17][18] and Figure 1) was fitted to data from a German educational intervention study examining the academic interest and academic self-concept via student self-reports (Praetorius, Berner, Zeinz, Scheunpflug, & Dresel, 2013) as well as multiple teacher reports for each student. In total, 7,828 student reports and 389 teacher reports were collected.…”

Section: Data Setmentioning

confidence: 99%

A Cross-Classified CFA-MTMM Model for Structurally Different and Nonindependent Interchangeable Methods

Koch

Schultze

Jeon

et al. 2016

Multivariate Behavioral Research

Self Cite

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Multirater (multimethod, multisource) studies are increasingly applied in psychology. Eid and colleagues (2008) proposed a multilevel confirmatory factor model for multitrait-multimethod (MTMM) data combining structurally different and multiple independent interchangeable methods (raters). In many studies, however, different interchangeable raters (e.g., peers, subordinates) are asked to rate different targets (students, supervisors), leading to violations of the independence assumption and to cross-classified data structures. In the present work, we extend the ML-CFA-MTMM model by Eid and colleagues (2008) to cross-classified multirater designs. The new C4 model (Cross-Classified CTC[M-1] Combination of Methods) accounts for nonindependent interchangeable raters and enables researchers to explicitly model the interaction between targets and raters as a latent variable. Using a real data application, it is shown how credibility intervals of model parameters and different variance components can be obtained using Bayesian estimation techniques.

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“…As the mathematical knowledge is a kind of knowledge gained with successively verified knowledge, it creates differences and speediness in individuals' thinking systems (Pinkney and Shaughnessy, 2013). These differences and speediness in thinking enable people perceive behaviours and events easily, make a quick comparison between information and values, and form new information and value judgement (Praetorius et al, 2013). The most important one, that kind of knowledge is instantly accepted by a society or discipline because mathematics is used as a criterion.…”

Section: Contributions Of Mathematics and Mathematics Education To Inmentioning

confidence: 99%

Mathematics education and democracy education

Çetin¹

2015

Educ. Res. Rev.

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Democracy is a most accepted form of government system and has a great importance for citizens by allowing them equal and active participation in common life. As its development and characteristics are important for all citizens of a country, each democratic country puts much emphasis on democracy education in its educational curricula. In recent years, some developments about democracy education in national state school in Turkey have been seen and educational goals about teaching democracy have been developed by Ministry of National Education of Turkey. This study aims to show that educational goals of mathematics education are helpful for accomplishment of learning outcomes of democracy education. In the study, it is hypothesised that a well-educated individual having the qualities of mathematics education behaves in accordance with democracy. Based on this hypothesis, goals of mathematics education were determined and researched that students having educational outcomes of these goals also achieve the outcomes of democracy education without taking any formal course in schools. Therefore, a scale about the outcomes of mathematics and democracy education was developed and applied to university students in the department of mathematics education. Findings verified the hypothesis and showed that students having educational outcomes of mathematics education have the qualities of democracy education and can play important roles in positive development process of democracy.

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Judgment Confidence and Judgment Accuracy of Teachers in Judging Self-Concepts of Students

Cited by 47 publications

References 32 publications

Students' intentions to study non‐compulsory mathematics: the importance of how good you think you are

Students' intentions to study non‐compulsory mathematics: the importance of how good you think you are

A Cross-Classified CFA-MTMM Model for Structurally Different and Nonindependent Interchangeable Methods

Mathematics education and democracy education

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