differences and the "t" test were used to evaluate between the groups and within
the group differences in the effectiveness of concentrated home care instructions
on the return of gingivitis. Summary of Experimental Procedures 1. The
examiner's ... The prophylaxis was given by dental hygiene students at the school
and routine home care instructions by the individual dental hygienist were also
provided to each of the 80 subjects. 5. Following the prophylaxis, each of the 80
subjects ...
Teacher efficacy for supporting student motivation refers to the extent to which teachers believe themselves to be capable of supporting their students' motivation to learn (e.g., supporting students' own efficacy beliefs, perceived value of material, and interest in the domain). In this dissertation, efforts related to the development and validation of a survey instrument designed to assess this efficacy construct were described. The relationship between teacher efficacy for supporting student motivation and student motivational beliefs and achievement in math was explored. This research also included an investigation of predictors of teacher efficacy as well as an investigation of changes in efficacy following a one-day professional development workshop. Results of confirmatory factor analysis involving data generated from 88 middle school and high school mathematics teachers supported a measurement model in which teacher efficacy for supporting student motivation was distinct from teacher efficacy in other domains (i.e., instruction and classroom management). A structural equation model in which teacher efficacy for supporting student motivation was indirectly related to student achievement in math and was partially mediated by student perceptions of classroom goal structure and student efficacy beliefs adequately fit the data. Hierarchical linear modeling identified teacher efficacy for supporting student motivation as a significant predictor of between teacher variance in students' efficacy for math and students' interest in math (on average when controlling for students' gender, English language learner status, SES, prior ability in math, and grade level). Years of teaching experience was identified as a significant negative predictor of teacher efficacy for supporting student motivation. No significant changes in teachers' efficacy for supporting student motivation following a very limited professional development experience were found. Additional research is needed to learn more about the meaning of this construct for teachers and how it works in concert with other variables such as teachers' beliefs about motivational processes to predict motivation-related instructional practices and student outcomes.
Teacher efficacy for supporting student motivation refers to the extent to which teachers believe themselves to be capable of supporting their students' motivation to learn (e.g., supporting students' own efficacy beliefs, perceived value ...
The mass media have an enormous advantage in advertising. There is little use
talking to any but book advertisers without presenting them with an audience of
50,000. Advertising probably increases the circulation of a magazine in turn by a
...
