09 SES 14, Relating Teacher Beliefs and Practices to Student Outcomes
Educational effectiveness research shows that teacher beliefs influence how teachers interact with students and thus, not only affect the quality of their instruction but also students’ learning outcomes. A teacher’s interpersonal relationship styles, supportiveness, and mindset with regard to all students’ abilities to succeed were found to be predictive of students’ engagement in school, learning motivation, and academic achievement, as well as positive social development (e.g. Reynolds et al., 2015).
Academic optimism seems to be a promising concept in explaining teachers’ beliefs towards their students. So far, academic optimism has shown to be a latent construct that refers to three closely related concepts that have reciprocal relations with each other: academic emphasis of the school, teachers’ collective efficacy, and collective trust of the teaching staff in students and parents. Academic emphasis refers to a school’s drive for academic excellence. The teachers’ collective efficacy represents collective judgments about the capability of the school as a whole to teach even the most difficult students. The collective trust of the teaching staff in students and parents is the belief that parents and students will cooperate in the process of education (Boonen et al., 2014; Hoy, Tarter, & Woolfolk Hoy, 2006).
Academic optimism has been proven to serve as a predictor of student achievement regardless of school composition, not only in the United States but also in several European and Asian countries (e.g. Boonen et al., 2014; Chang 2011). In 2008, the concept was also operationalised and validated at the level of individual teachers (Woolfolk Hoy, Hoy, & Kurz, 2008). In 2016, Straková, Simonová, Soukup and Greger (2016) studied the concept of academic optimism in Czech schools and found a significant effect on students’ mathematics achievement – even after controlling for the socio-economic composition of the class and for prior achievement.
Recently, there has been an intensive debate about the importance of students’ non-cognitive characteristics and their role in predicting cognitive outcomes. The effort has focused especially on self-efficacy and self-concept, which are measured generally and also with respect to a specific domain. Self-efficacy – the conviction that one can successfully perform the behaviour required to produce outcomes –, and self-concept – a person's perception of themselves – have probably been studied most intensively since the late seventies. Gradually, several other relevant traits have come to the spotlight, such as: intrinsic/extrinsic student motivation (Deci, Coestner, & Ryan, 2001) and conscientiousness, self-control, grit, and a growth mindset (Dweck, 2007; West et al., 2016).
Non-cognitive student characteristics proved to be not only significant predictors of academic achievement but also important outcomes of schooling as they predict later success (Duckworth & Gross, 2014). Therefore it is worthwhile to study their relationship to factors that are crucial for students’ achievement and their success in life.
The purpose of this paper is to explore the relationship between the non-cognitive outcomes of Czech lower secondary students in grade 9 and the academic optimism of their teachers. More specifically, we explore whether academic optimism has an effect on non-cognitive outcomes such as mathematical self-efficacy, general self-efficacy, perseverance, and instrumental (extrinsic) motivation.
Boonen, T., Pinxten, M., Van Damme, J., & Onghena, P. (2014). Should schools be optimistic? An investigation of the association between academic optimism of schools and student achievement in primary education. Educational Research and Evaluation, 20(1), 3–24. Chang, I.-H. (2011). A study of the relationships between distributed leadership, teacher academic optimism and student achievement in Taiwanese elementary schools. School Leadership & Management, 31(5), 491–515. Deci, E. L., Coestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research, 71(1), 1–27. Duckworth, A., & Gross, J. J. (2014). Self-control and grit: Related but separable determinants of success. Current Directions in Psychological Science, 23(5), 319–325. http://doi.org/10.1177/0963721414541462 Dweck, C. (2007). Mindset: The new psychology of success. New York: Ballantine Books. Eskreis-Winkler, L., Shulman, E. P., Beal, S. A., & Duckworth, A. L. (2014). The grit effect: Predicting retention in the military, the workplace, school and marriage. Frontiers in Psychology, 5(FEB) doi:10.3389/fpsyg.2014.00036 Fahy, P. F., Wu, H. C., & Hoy, W. K. (2010). Individual academic optimism of teachers: A new concept and its measure. In Hoy, W. K. & M. DiPaola (Eds.), Analyzing school contexts: Influences of principals and teachers in the service of students (pp. 209–27). Greenwich: Information Age. Hoy, W. K., Tarter, C. J., & Woolfolk Hoy, A. (2006). Academic optimism of schools: A force for student achievement. American Educational Research Journal, 43(3), 425–446. http://doi.org/10.3102/00028312043003425 Reynolds, D., Sammons, P., De Fraine, B., Van Damme, J., Townsend, T., Teddie, C., & Stringfield, S. (2015). Educational effectiveness research (EER): A state-of-the-art review. School Effectiveness and School Improvement, 25(2), 197–230. doi:10.1080/09243453.2014.885450 Stankov, L. (2013). Noncognitive predictors of intelligence and academic achievement: An important role of confidence. Personality and Individual Differences, 55(7), 727–732. doi:10.1016/j.paid.2013.07.006 Straková, J., Simonová, J., Soukup, P., & Greger, D. (2016). Impact of teacher academic optimism on achievement of Czech lower secondary students. Paper presented at the ECER 2016 conference, Dublin, IE. West, M. R., Kraft, M. A., Finn, A. S., Martin, R., Duckworth, A. L., Gabrieli, C. F. O., & Gabrieli, J. D. E. (2016). Promise and paradox: Measuring students’ non-cognitive skills and the impact of schooling. Educational Evaluation and Policy Analysis, 38(1), 148–170. Woolfolk Hoy, A., Hoy, W. K., & Kurz, N. M. (2008). Teacher's academic optimism: The development and test of a new construct. Teaching and Teacher Education, 24(4), 821–835.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.