Predicting Kindergarteners' Achievement and Motivation From Observational Measures of Teaching Effectiveness

Mantzicopoulos, Panayota; Patrick, Hugh T.; Strati, Anna D.; Watson, Jesse S.

doi:10.1080/00220973.2016.1277338

Cited by 24 publications

(15 citation statements)

References 41 publications

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“…Numerous studies indicate that teachers who support positive teacher–student relationships promote autonomous motivation to learn (e.g., Froiland, Davison, & Worrell, ; Mantzicopoulos, Patrick, Strati, & Watson, ; Patrick, Ryan, & Kaplan, ; Su & Reeve, ; Young‐Jones, Cara, & Levesque‐Bristol, ). This finding is important because autonomous motivation to learn (i.e., seeing learning as important or enjoyable) has a robust positive effect on achievement via academic engagement (Di Domenico & Ryan, ; Froiland & Davison, ; Froiland & Oros, ; Froiland & Worrell, ), partly because autonomously motivated students often have a deeper purpose for learning, such as preparing to help others (Froiland & Worrell, ).…”

Section: Introductionmentioning

confidence: 99%

Teacher–student relationships, psychological need satisfaction, and happiness among diverse students

Froiland

Worrell

2019

Psychology in the Schools

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Teacher–student relationships have been linked to autonomous motivation and achievement. However, relatively little is known about whether satisfying students’ psychological needs mediates the association between teacher–student relationships and student happiness. Furthermore, this relationship needs to be examined in samples of students from different ethnic and racial backgrounds. In this structural equation modeling study (N = 1,961), we found that teacher–student relationships were positively and moderately associated with the satisfaction of psychological needs for autonomy, relatedness, and competence. Satisfying psychological needs, in turn, was moderately positively associated with happiness. These findings held across African American, Asian American, and Latinx subsamples. For the overall sample, students in higher grade levels perceived that their psychological needs were met to a lesser degree than students in earlier grades. However, only the Latinx subsample replicated this effect. Teacher–student relationships may promote happiness via meeting psychological needs.

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Section: Introductionmentioning

confidence: 99%

Teacher–student relationships, psychological need satisfaction, and happiness among diverse students

Froiland

Worrell

2019

Psychology in the Schools

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“…Some of the possible noncognitive instruments that could be utilized by educational stakeholders include those offered by researchers such as Al-Mutawah and Fateel [50], Chamberlin, Moore, and Parks [51], Egalite, Mills, and Greene [52], Lipnevich, MacCann, and Roberts [53], and Mantzicopoulos, Patrick, Strati, and Watson [54].…”

Section: Discussionmentioning

confidence: 99%

Harnessing Entropy via Predictive Analytics to Optimize Outcomes in the Pedagogical System: An Artificial Intelligence-Based Bayesian Networks Approach

How

Hung

2019

Education Sciences

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Educational stakeholders would be better informed if they could use their students’ formative assessments results and personal background attributes to predict the conditions for achieving favorable learning outcomes, and conversely, to gain awareness of the “at-risk” signals to prevent unfavorable or worst-case scenarios from happening. It remains, however, quite challenging to simulate predictive counterfactual scenarios and their outcomes, especially if the sample size is small, or if a baseline control group is unavailable. To overcome these constraints, the current paper proffers a Bayesian Networks approach to visualize the dynamics of the spread of “energy” within a pedagogical system, so that educational stakeholders, rather than computer scientists, can also harness entropy to work for them. The paper uses descriptive analytics to investigate “what has already happened?” in the collected data, followed by predictive analytics with controllable parameters to simulate outcomes of “what-if?” scenarios in the experimental Bayesian Network computational model to visualize how effects spread when interventions are applied. The conceptual framework and analytical procedures in this paper could be implemented using Bayesian Networks software, so that educational researchers and stakeholders would be able to use their own schools’ data and produce findings to inform and advance their practice.

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“…There is an association in the form of a positive interactive/reciprocal relationship between students 'learning motivation and students' creative thinking abilities, with the magnitude of the relationship. Because according to (Hong, Peng, & O'Neil, 2014;Mantzicopoulos et al, 2017) states that creative thinking involves many components including creative thinking depends more on intrinsic motivation rather than extrinsic. Someone who thinks creatively will do something because of an internal urge that will make a person proactive so that his mind can wander through boundaries (Lee & Reeve, 2012;Vansteenkiste et al, 2004).…”

Section: Motivationmentioning

confidence: 99%

Investigate the Relationship of Creative Thinking Skills and Junior High School Student Motivation

Syaiful

Kamid

Muslim

et al. 2020

HSSR

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Purpose of the study: This study aimed to describe the ability of creative thinking and student motivation and whether there is a relationship between creative thinking with student motivation to learn mathematics. Methodology: In this study using quantitative associative research types with correlational designs using 125 junior high school students obtained using purposive sampling techniques, data analysis in this study using descriptive and inferential statistics. Main Findings: In this study, there is a relationship between creative thinking skills and student motivation in mathematics, which is supported by creative thinking skills and motivation that shows good dominant results. Applications of this study: This research can be a consideration for teachers in teaching mathematics to develop students' creative thinking skills and foster student motivation in learning. Novelty/Originality of this study: In this study, the renewal is to see from two indicators possessed by creative thinking skills, namely sensitivity, and elaboration, as well as motivation that has a relationship with creative thinking.

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Predicting Kindergarteners' Achievement and Motivation From Observational Measures of Teaching Effectiveness

Cited by 24 publications

References 41 publications

Teacher–student relationships, psychological need satisfaction, and happiness among diverse students

Teacher–student relationships, psychological need satisfaction, and happiness among diverse students

Harnessing Entropy via Predictive Analytics to Optimize Outcomes in the Pedagogical System: An Artificial Intelligence-Based Bayesian Networks Approach

Investigate the Relationship of Creative Thinking Skills and Junior High School Student Motivation

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