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Teacher Beliefs as Predictors of Adolescents’ Cognitive Engagement and Achievement in Mathematics

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  • Isabelle Archambault
  • Michel Janosz
  • Roch Chouinard

Abstract

The authors explored the moderating effect of teachers’ expectancies and general sense of efficacy on the relationship between students’ achievement and their cognitive engagement and achievement 1 year later. They used hierarchical linear modeling with a longitudinal sample of 79 mathematics teachers and their 1,364 secondary school students coming from 33 schools serving disadvantaged communities in Québec (Canada). Results indicate that teachers’ self-reported beliefs directly influenced student academic experience. However, they did not influence more importantly low-achieving than high-achieving students. Such findings suggest that in schools serving low socioeconomic status students, teachers should be made aware of the role their attitudes can play on students’ cognitive engagement and achievement. Special efforts should also be made to help them develop positive attitudes toward all students.

Suggested Citation

  • Isabelle Archambault & Michel Janosz & Roch Chouinard, 2012. "Teacher Beliefs as Predictors of Adolescents’ Cognitive Engagement and Achievement in Mathematics," The Journal of Educational Research, Taylor & Francis Journals, vol. 105(5), pages 319-328.
    • Handle: RePEc:taf:vjerxx:v:105:y:2012:i:5:p:319-328
    DOI: 10.1080/00220671.2011.629694
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    Cited by:

    1. Francisco Martínez & Salomé Martínez & Alejandra Mizala, 2015. "Pre-service Elementary School Teachers’ Expectations about Student Performance: How their Beliefs are affected by their Mathematics Anxiety and Student’s Gender," Documentos de Trabajo 310, Centro de Economía Aplicada, Universidad de Chile.

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