Teachers' Perceptions of Their Students' Meta Cognition, Attributions, and Self - Concept  

Oleh:

Carr, Martha ; Kurtz, Beth E.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: British Journal of Educational Psychology vol. 61 no. 01 (Feb. 1991), page 197-206.
Topik: self concept; self-concept; metacognition; student; Teacher; attribution

Ketersediaan

Perpustakaan PKPM Nomor Panggil: B13 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

The goal of the present study was to determine both the accuracy and predictors of teachers' meta cognitive and motivational evaluations of their students. Teachers' perceptions of students' (N=48) self-concept, general ability, meta cognition, and attributions were examined in relation to students' responses to self-concept, meta cognition and attribution questionnaires. The findings indicated that teachers are aware of individual differences in meta cognitive 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.

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