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- W2076151903 abstract "The social aspect is playing an expanding role in instructional research. The participants in instruction (teacher and students) are no longer seen as objects of research that react to stimuli (the students' verbal remarks on the one hand; the teachers' questions and the curriculum on the other), but they are seen as interpreting subjects of the teaching-learning process under a new paradigm (the epistemological subject-model in the human sciences, and particularly in psychology; see Groeben, 1975). A comprehensive macrotheory of the instructional process seen as having interacting individuals is not yet established, due equally to the complexity of the content and the lack of adequate research methods. As a microtheory, the assertion that teachers' expectations and attitudes have differential effects on teacher-student interaction and thereby on students' achievement is well known (e.g., Brophy & Good, 1974; Brophy, Note 1; Brophy, Evertson, Harris, & Good, Note 2), as well as techniques for influencing these factors (Good & Brophy, 1974). In connnection with research on the attribution of causality (e.g., Weiner, 1974) and the trend away from Atkinson's hedonistic model of motivation to one that is more cognitive (Meyer, 1973; Schmalt & Meyer, 1976), it seems fruitful to study fundamental processing schemes that lead to different attributions. Different attributions by students of the causes of the same mathematics achievement lead to different perceptions of mathematical ability and so to a different persistence at difficult tasks. On the other hand, different explanations by teachers for a student's achievement result in different interaction patterns, which, as transmissions of assessment and as evaluations by a significant other (Webster & Sobieszek, 1974), cause changes in the student's selfconcept with respect to specific school subjects (Braun, 1976). This microtheoretical approach implies the presence in the teacher of different schemes of causality that can be regarded as relatively stable. The teacher's reference norm can be regarded as the next higher level of cognitive scheme: he may assess a student's achievement mainly according to" @default.
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- W2076151903 date "1980-01-01" @default.
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- W2076151903 title "Attributions Used by Mathematics Teachers in Assessing Achievement" @default.
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- W2076151903 doi "https://doi.org/10.2307/748733" @default.
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