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教师评价能力和不同教师对待对学生学业成果的长期影响
Alternative Title东北师范大学教育学部心理学院会议论文集
朱明婧; Detlef Urhahne; Christine Rubie-Davies
2015-07
Conference Name中国心理学会发展心理专业委员会第十三届学术年会
Conference Date2015-07-11
Conference Place中国吉林长春
Abstract

目的:本研究基于Brophy和Good(1970)自我实现预言模型来揭示教师对学生成就的评价是如何影响学生未来学业成果的过程。研究假设学生知觉到的积极和消极教师对待会对学生的学业成果产生中介作用。样本:研究选取北京294个五年级学生和他们的11位英语教师,并追踪一年。方法:在第一次调查中,学生完成一个标准化的英语测验以及有关英语学习的成就动机问卷。与此同时,英语教师估计班级里每个学生在该测验的成绩 

Keyword教师评价 学业成就 成就动机 教师对待 追踪研究
Language中文
Document Type会议论文
Identifierhttp://ir.psych.ac.cn/handle/311026/25253
Collection认知与发展心理学研究室
Affiliation1.中国科学院心理研究所
2.Department of Psychology, University of Munich, Germany
3.Department of Educational Psychology, University of Passau, Germany
4.Faculty of Education, The University of Auckland, New Zealand
Recommended Citation
GB/T 7714
朱明婧,Detlef Urhahne,Christine Rubie-Davies. 教师评价能力和不同教师对待对学生学业成果的长期影响[C],2015.
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