Teachers' Perceptions of Their Students' Metacognition, Attributions, and Self‐concept
Bibliographic Data
| ID | 9614757 |
|---|---|
| Authors | MARTHA CARR (Max Planck Society, corresponding author), Beth E Kurtz, Beth Kurtz-Costes (0000-0003-3026-4413, Max Planck Society) |
| Year | 1991 |
| Volume | 61 |
| Issue | 2 |
| Pages | 197-206 |
| Publication date | 1991-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.2044-8279.1991.tb00975.x |
| OpenAlex | W2034544344 |
| Language | EN |
| Citations received | 8 |
S ummary . The goal of the present study was to determine both the accuracy and predictors of teachers' metacognitive and motivational evaluations of their students. Teachers' perceptions of students' (N=48) self‐concept, general ability, metacognition, and attributions were examined in relation to students' responses to self‐concept, metacognition and attribution questionnaires. The findings indicated that teachers are aware of individual differences in metacognitive knowledge. However, teachers seem to maintain a holistic perspective of achievement: high achievers in contrast to low achievers are ranked as having better metacognition, higher self‐concept, and stronger effort and ability attributions about success above and beyond actual group differences. The results are discussed in terms of their implications for teacher‐student interactions and resulting impact on teaching practices and student achievement
Attribution · Cognition · Developmental psychology · Mathematics education · Metacognition · Perception · Perspective (graphical) · Self-concept · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology · Social Psychology
A review on the accuracy of teacher judgments
Family and Personal Correlates of Academic Achievement
A Systematic Review of Teachers’ Knowledge of Self-Regulated Learning and its Assessment
Why do teachers and students (dis-)agree in judging student motivation? A lens model perspective
Unveiling pre-service teachers’ cognitive processes
Teachers’ assessment of self-regulated learning
Social skills and problem behaviors as mediators of the relationship between behavioral self-regulation and academic achievement
Is There a Universal Positivity Bias in Attributions? A Meta-Analytic Review of Individual, Developmental, and Cultural Differences in the Self-Serving Attributional Bias
| Citations per year | 0.32 |
|---|---|
| Citation span | 2001 - 2026 (26) |
| Highly cited | No |