Roch Chouinard

Teacher Beliefs as Predictors of Adolescents’ Cognitive Engagement and Achievement in Mathematics

ABSTRACT The authors explored the moderating effect of teachers’ expectancies and general sense of efficacy on the relationship between students’ achievement and their cognitive engagement and achievement 1 year later. They used hierarchical linear modeling with a longitudinal sample of 79 mathematics teachers and their 1,364 secondary school students coming from 33 schools serving disadvantaged communities in Québec (Canada). Results indicate that teachers’ self-reported beliefs directly influenced student academic experience. However, they did not influence more importantly low-achieving than high-achieving students. Such findings suggest that in schools serving low socioeconomic status students, teachers should be made aware of the role their attitudes can play on students’ cognitive engagement and achievement. Special efforts should also be made to help them develop positive attitudes toward all students.

Coeducational or Single-Sex School: Does It Make a Difference on High School Girls' Academic Motivation?.

The aim of the present study was to further examine the impact over time of single‐sex and coeducational school environments on girls’ motivation in language arts and mathematics. Two cohorts comprising 340 girls (7th to 9th grade; 9th to 11th grade) from eight coeducational and two single‐sex schools were followed during a period of three academic years in a longitudinal research scheme. Data were collected with a self‐reported questionnaire including several scales: parental and teachers’ support, competence beliefs, utility‐value and achievement goals. In general, mixed‐design repeated measures analyses of variance indicated no effect of the environment or of the interaction between environment and time of measurement. Significant time effects on several variables indicated a general decline of achievement motivation over time. Consequently, the multiplication of non‐mixed high schools, as proposed by some, would constitute an expensive and inefficient social policy, as far as girls’ motivation is concerned.

Relationships with Teachers and Achievement Motivation in the Context of the Transition to Secondary School

Corresponding author: Roch Chouinard, Université de Montréal, Département de psychopédagogie et d’andragogie, Montreal, QC, Canada. E-mail: roch.chouinard@umontreal.ca Citation: Chouinard, R., Roy, N., Archambault, I., Smith, J. (2017). Relationships with Teachers and Achievement Motivation in the Context of the Transition to Secondary School. Interdisciplinary Education and Psychology, 2(1):1. Open Access Interdisciplinary Education and Psychology