Teachers' beliefs, instructional behaviors, and students' engagement in learning from texts with instructional pictures

被引：32

作者：

Schroeder, Sascha ^{[1
]}

Richter, Tobias ^{[2
]}

McElvany, Nele ^{[1
]}

Hachfeld, Axinja ^{[1
]}

Baumert, Juergen ^{[1
]}

Schnotz, Wolfgang ^{[3
]}

Horz, Holger ^{[4
]}

Ullrich, Mark ^{[3
]}

机构：

[1] Max Planck Inst Human Dev, D-14195 Berlin, Germany

[2] Univ Kassel, Dept Psychol, D-34127 Kassel, Germany

[3] Univ Koblenz Landau, D-76829 Landau, Germany

[4] Univ Appl Sci NW Switzerland, CH-4600 Olten, Switzerland

来源：

LEARNING AND INSTRUCTION | 2011年 / 21卷 / 03期

关键词：

Engagement in learning; Teacher beliefs; Instructional behaviors; Texts with instructional pictures; MULTIPLE REPRESENTATIONS; COHERENCE FORMATION; CLASSROOM; MATHEMATICS; MOTIVATION; AUTONOMY; SUPPORT; QUALITY;

D O I：

10.1016/j.learninstruc.2010.06.001

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study investigated the relations between teachers' pedagogical beliefs and students' self-reported engagement in learning from texts with instructional pictures. Participants were the biology, geography, and German teachers of 46 classes (Grades 5-8) and their students. Teachers' instructional behaviors and students' engagement in learning from texts with instructional pictures were assessed by means of student ratings. Teachers' beliefs about using texts with instructional pictures in their teaching were assessed by a self-report questionnaire. Results showed that the more teachers believed that students should be taught clear strategies on how to learn from texts with instructional pictures the more engagement was reported by their students. A multilevel mediation model showed that the association between teachers' beliefs and students' self-reported engagement was mediated by teachers' perceived instructional behavior. (C) 2010 Elsevier Ltd. All rights reserved.

引用

页码：403 / 415

页数：13

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