TY  - JOUR
A1  - Heyder, Anke
A1  - Brunner, Martin
T1  - Teachers' aptitude beliefs as a predictor of helplessness in low-achieving students
BT  - Commonalities and differences between academic domains
JF  - Learning and individual differences
N2  - 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.
KW  - Helplessness
KW  - Teacher beliefs
KW  - Aptitude
KW  - Attribution theory
KW  - Domain differences
Y1  - 2018
U6  - https://doi.org/10.1016/j.lindif.2018.01.015
SN  - 1041-6080
SN  - 1873-3425
VL  - 62
SP  - 118
EP  - 127
PB  - Elsevier
CY  - Amsterdam
ER  - 
TY  - JOUR
A1  - Civitillo, Sauro
A1  - Juang, Linda P.
A1  - Badra, Marcel
A1  - Schachner, Maja Katharina
T1  - The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection
BT  - a multiple case study
JF  - Teaching and Teacher Education
N2  - 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.
KW  - Cultural diversity
KW  - Culturally responsive teaching
KW  - Teacher beliefs
KW  - Self-reflection
KW  - Case study
Y1  - 2018
U6  - https://doi.org/10.1016/j.tate.2018.11.002
SN  - 0742-051X
VL  - 77
SP  - 341
EP  - 351
PB  - Elsevier
CY  - Oxford
ER  -