کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
375080 | 622546 | 2006 | 8 صفحه PDF | دانلود رایگان |

This study examines teachers’ perceptions of classroom motivation and achievement among students displaying culture-based classroom behaviors. Sixty-two elementary school teachers read scenarios of hypothetical students who behaviorally manifested themes purported to be consistent with a European/mainstream cultural ethos (competition, individualism) or Afrocultural ethos (communalism, verve). Teachers then rated students’ motivation and achievement as if they were in their classrooms. Motivation and achievement ratings were significantly higher for students displaying competitive and individualistic classroom behaviors than communal or vervistic behaviors. These findings suggest that the value teachers assign to academic success should not be understood in the absence of cultural considerations.
Journal: Teaching and Teacher Education - Volume 22, Issue 8, November 2006, Pages 998–1005