Do Teachers Know Their Students'Reasons for Engagement in School? Between Individualized and Stereotype-Based Judgments

Autor(en): Hinnersmann, Paul
Goerich, Katja
Dutke, Stephan
Stichwörter: ACCURACY; ACHIEVEMENT; DIAGNOSTIC COMPETENCE; learning motivation; LEARNING-MOTIVATION; Motivation; Psychology; Psychology, Educational; stereotype-based judgments; STUDENT CHARACTERISTICS; teachers' diagnostic competences
Erscheinungsdatum: 2018
Herausgeber: ERNST REINHARDT GMBH CO VERLAG
Journal: PSYCHOLOGIE IN ERZIEHUNG UND UNTERRICHT
Volumen: 65
Ausgabe: 1
Startseite: 17
Seitenende: 34
Zusammenfassung: 
Stereotype-based, non-individualized judgments of teachers might explain the oftentimes low correspondence between teachers' and students' judgments concerning learning motivation. Two studies addressed the question of whether teachers' judgments about their students' reasons to learn are stereotype-based. In Study 1, data from Dutke and Hinnersmann (2015) were reanalyzed based on additional data on stereotypical views of (prospective) teachers on students' reasons to learn. The results showed that the reasons teachers ascribed to their students resembled the stereo-type-based reasons more than the reasons students reported themselves. Study 2 demonstrated that this result holds even when, in contrast to Study 1, all data (reasons ascribed to individual students and stereotype data) were collected from the same sample of teachers. The paper discusses to which extent differences between teachers regarding the quality of their judgments on student motivation might be explained by their reliance on motivation-related stereotypes.
ISSN: 0342183X
DOI: 10.2378/peu2017.art16d

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