@article{HeyderBrunner2018,
  author    = {Heyder, Anke and Brunner, Martin},
  title     = {Teachers' aptitude beliefs as a predictor of helplessness in low-achieving students},
  series = {Learning and individual differences},
  volume    = {62},
  journal   = {Learning and individual differences},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {1041-6080},
  doi       = {10.1016/j.lindif.2018.01.015},
  pages     = {118 -- 127},
  year      = {2018},
  abstract  = {Low-achieving students are at risk of experiencing a pattern of emotional, motivational, and cognitive deficits called school-related helplessness if they attribute their low achievement to low aptitude. Teachers' beliefs about the causes of students' low achievement are important sources of attributional information for students. In a sample of 2117 German ninth-graders attending the lowest track, 118 math and 129 German-language teachers, we tested whether teachers' beliefs about the extent to which aptitude causes achievement moderated the achievement-helplessness relation in students and whether there were differences between math and German. Multilevel analyses revealed that low prior achievement predicted higher helplessness in both subjects but the effect was stronger in math than in German. Teachers' beliefs amplified the achievement-helplessness relation in math but not in German. Results are discussed regarding domain-specific epistemological beliefs, and implications for research and practice are derived.},
  language  = {en}
}
@article{CivitilloJuangBadraetal.2018,
  author    = {Civitillo, Sauro and Juang, Linda P. and Badra, Marcel and Schachner, Maja Katharina},
  title     = {The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection},
  series = {Teaching and Teacher Education},
  volume    = {77},
  journal   = {Teaching and Teacher Education},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0742-051X},
  doi       = {10.1016/j.tate.2018.11.002},
  pages     = {341 -- 351},
  year      = {2018},
  abstract  = {This investigation examined the dynamic relation between culturally responsive teaching, teacher cultural diversity beliefs, and self-reflection on own teaching. A multiple case study with four ethnic German teachers was conducted using classroom video observations (3 lesson units X 2 raters) and post observation interviews in a culturally and ethnically diverse high school. For these teachers there was a high congruence between culturally responsive teaching and cultural diversity beliefs. Yet their degree of cultural responsiveness and their beliefs differed across teachers. The teachers who were observed to be more culturally responsive also showed elaborated patterns of self-reflection on their own teaching.},
  language  = {en}
}