Helen M G Watt
Biographic Data
| ID | 5760562 |
|---|---|
| NAME | Helen M G Watt |
| GIVEN NAMES | Helen M G |
| FAMILY NAME | Watt |
| SIGNATURE | WATT H M G |
| AFFILIATIONS | University of Michigan |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 63 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 2 |
Adolescent-perceived parent and teacher overestimation of mathematics ability
This study examines whether and how student-perceived parents' and teachers' overestimation of students' own perceived mathematical ability can explain trajectories for adolescents' mathematical task values (intrinsic and utility) controlling for measured achievement, following expectancy-value and self-determination theories. Longitudinal data come from a 3-cohort (mean ages 13.25, 12.36, and 14.41 years; Grades 7-10), 4-wave data set of 1,271 A…
An introduction to teaching motivations in different countries
The FIT-Choice program of research (Factors Influencing Teaching Choice; http://www.fitchoice.org) began in 2001, prompted by two questions that had been forming for Richardson over the course of a...
Gendered motivational processes affecting high school mathematics participation, educational aspirations, and career plans
In this international, longitudinal study, we explored gender differences in, and gendered relationships among, math-related motivations emphasized in the Eccles (Parsons) et al. (1983) expectancy-value framework, high school math participation, educational aspirations, and career plans. Participants were from Australia, Canada, and the United States (Ns = 358, 471, 418, respectively) in Grades 9/10 at Time 1 and Grades 11/12 at Time 2. The 3 sam…
Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers
Motivational Factors Influencing Teaching as a Career Choice
The authors apply current influential models from the motivational literature to develop the comprehensive factors influencing teaching choice (FIT-Choice) scale, to measure factors influencing the choice to teach for beginning preservice teacher education candidates. They validate the scale using 2 large cohorts (N = 488; 652) and describe the factors that teacher education candidates identified as most important in their decision to teach. Furt…
Who Chooses Teaching and Why? Profiling Characteristics and Motivations Across Three Australian Universities
In this large‐scale Australian study, we profile the background characteristics and teaching motivations for individuals entering teacher education across three major established urban teacher provider universities in the Australian States of New South Wales and Victoria. Our recently developed and validated “FIT‐Choice” (Factors Influencing Teaching Choice) Scale determines the strength of influence for a range of motivations from individuals ch…
Psychometric Properties of the Frost Multidimensional Perfectionism Scale With Australian Adolescent Girls
The psychometric properties of the Frost, Marten, Lahart, and Rosenblate Multidimensional Perfectionism Scale (1990) are investigated to determine its usefulness as a measurement of perfectionism with Australian secondary school girls and to find empirical support for the existence of both healthy and unhealthy types of perfectionist students. Participants were 409 female mixed-ability students from Years 7 and 10 in two private secondary schools…
Explaining gendered math enrollments for NSW Australian secondary school students
This study examined why female adolescents choose to opt out of the math pipeline during high school more often than males, which has implications for their long-term careers
Development of Adolescents' Self-Perceptions, Values, and Task Perceptions According to Gender and Domain in 7th- through 11th-Grade Australian Students
Latent growth models estimated developmental trajectories for adolescents' math and English self-perceptions (perceived talent, success expectancies), values (intrinsic, utility) and task perceptions (task difficulty, effort required). A longitudinal cohort-sequential study included 1,323 participants spanning Grades 7 to 11, with Occasion 1 mean ages 13.19, 12.36, and 14.41, respectively, for Cohorts 1, 2, and 3. Self-perceptions and values decl…
Gendered motivational processes affecting high school mathematics participation, educational aspirations, and career plans
In this international, longitudinal study, we explored gender differences in, and gendered relationships among, math-related motivations emphasized in the Eccles (Parsons) et al. (1983) expectancy-value framework, high school math participation, educational aspirations, and career plans. Participants were from Australia, Canada, and the United States (Ns = 358, 471, 418, respectively) in Grades 9/10 at Time 1 and Grades 11/12 at Time 2. The 3 sam…
Adolescent-perceived parent and teacher overestimation of mathematics ability
This study examines whether and how student-perceived parents' and teachers' overestimation of students' own perceived mathematical ability can explain trajectories for adolescents' mathematical task values (intrinsic and utility) controlling for measured achievement, following expectancy-value and self-determination theories. Longitudinal data come from a 3-cohort (mean ages 13.25, 12.36, and 14.41 years; Grades 7-10), 4-wave data set of 1,271 A…
Development of Adolescents' Self-Perceptions, Values, and Task Perceptions According to Gender and Domain in 7th- through 11th-Grade Australian Students
Latent growth models estimated developmental trajectories for adolescents' math and English self-perceptions (perceived talent, success expectancies), values (intrinsic, utility) and task perceptions (task difficulty, effort required). A longitudinal cohort-sequential study included 1,323 participants spanning Grades 7 to 11, with Occasion 1 mean ages 13.19, 12.36, and 14.41, respectively, for Cohorts 1, 2, and 3. Self-perceptions and values decl…
Explaining gendered math enrollments for NSW Australian secondary school students
This study examined why female adolescents choose to opt out of the math pipeline during high school more often than males, which has implications for their long-term careers
Who Chooses Teaching and Why? Profiling Characteristics and Motivations Across Three Australian Universities
In this large‐scale Australian study, we profile the background characteristics and teaching motivations for individuals entering teacher education across three major established urban teacher provider universities in the Australian States of New South Wales and Victoria. Our recently developed and validated “FIT‐Choice” (Factors Influencing Teaching Choice) Scale determines the strength of influence for a range of motivations from individuals ch…
Psychometric Properties of the Frost Multidimensional Perfectionism Scale With Australian Adolescent Girls
The psychometric properties of the Frost, Marten, Lahart, and Rosenblate Multidimensional Perfectionism Scale (1990) are investigated to determine its usefulness as a measurement of perfectionism with Australian secondary school girls and to find empirical support for the existence of both healthy and unhealthy types of perfectionist students. Participants were 409 female mixed-ability students from Years 7 and 10 in two private secondary schools…
Motivational Factors Influencing Teaching as a Career Choice
The authors apply current influential models from the motivational literature to develop the comprehensive factors influencing teaching choice (FIT-Choice) scale, to measure factors influencing the choice to teach for beginning preservice teacher education candidates. They validate the scale using 2 large cohorts (N = 488; 652) and describe the factors that teacher education candidates identified as most important in their decision to teach. Furt…
Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers
An introduction to teaching motivations in different countries
The FIT-Choice program of research (Factors Influencing Teaching Choice; http://www.fitchoice.org) began in 2001, prompted by two questions that had been forming for Richardson over the course of a...
Gendered motivational processes affecting high school mathematics participation, educational aspirations, and career plans
In this international, longitudinal study, we explored gender differences in, and gendered relationships among, math-related motivations emphasized in the Eccles (Parsons) et al. (1983) expectancy-value framework, high school math participation, educational aspirations, and career plans. Participants were from Australia, Canada, and the United States (Ns = 358, 471, 418, respectively) in Grades 9/10 at Time 1 and Grades 11/12 at Time 2. The 3 sam…
Adolescent-perceived parent and teacher overestimation of mathematics ability
This study examines whether and how student-perceived parents' and teachers' overestimation of students' own perceived mathematical ability can explain trajectories for adolescents' mathematical task values (intrinsic and utility) controlling for measured achievement, following expectancy-value and self-determination theories. Longitudinal data come from a 3-cohort (mean ages 13.25, 12.36, and 14.41 years; Grades 7-10), 4-wave data set of 1,271 A…
Psychology (9 works) · Education, Achievement, and Giftedness (6 works) · Mathematics education (6 works) · Social Psychology (5 works) · Developmental psychology (4 works) · Motivation and Self-Concept in Sports (4 works) · Pedagogy (4 works) · Scale (ratio) (4 works) · Teacher Professional Development and Motivation (4 works) · Expectancy theory (3 works)