Using an expectancy-value approach to examine teachers' motivational strategies

Teaching and Teacher Education

Volumn 18, Issue 8, 2002, Pages 989-1005

  Green, Susan K ^a  

^a WINTHROP UNIVERSITY   (United States)

Author keywords

Classroom techniques; Motivation techniques; Teacher characteristics; Teacher expectations of students

Indexed keywords

EID: 0036828565     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0742-051X(02)00055-0     Document Type: Article

References (38)

1. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
2. Babad, E. (1993). Pygmalion-25 years after interpersonal expectations in the classroom. In P. Blanck (Ed.), Interpersonal expectations: Theory and research applications. New York: Cambridge University Press.
3. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
4. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
5. Brophy, J. (1983). Research on the self-fulfilling prophecy and teacher expectations. Journal of Educational Psychology, 75(5), 631-661.
6. Brophy, J. (1998). Motivating students to learn. Boston: McGraw-Hill.
7. Brophy, J. (1999). Toward a model of the value aspects of motivation in education: Developing appreciation for particular learning domains and activities. Educational Psychologist, 34(2), 75-85.
8. Cooper, H., & Tom, D. (1984). Teacher expectation research: A review with implications for classroom instruction. The Elementary School Journal, 85(1), 76-89.
9. Eccles, J. (1984). Sex differences in achievement patterns. In T. Sonderegger (Ed.), Nebraska symposium on motivation, Vol. 32 (pp. 97-132). Lincoln, NE: University of Nebraska Press.
10. Edwards, D., & Mercer, N. (1987). Common knowledge: The development of understanding in the classroom. New York: Methuen.
11. Golden, J. (1988). The construction of a literary text in a story-reading lesson. In J. Green, & J. Harker (Eds.), Multiple perspective analyses of classroom discourse (pp. 71-106). Norwood, NJ: Ablex Publishing Corporation.
12. Graham, S. (1994). Motivation in African Americans. Review of Educational Research, 64, 55-117.
13. Graham, S. (1996). How causal beliefs influence the academic and social motivation of African-American children. In G. Brannigan (Ed.), The enlightened educator (pp. 111-126). New York: McGraw-Hill.
14. Graham, S. (1997). Using attribution theory to understand social and academic motivation in African American youth. Educational Psychologist, 32, 21-34.
15. Green, J. (1983). Research on teaching as a linguistic process: A state of the art. In E. Gordon (Ed.) Review of research in education, Vol. 10 (pp. 151-252). Washington, DC: American Educational Research Association.
16. Green, J., Weade, R., & Graham, K. (1988). Lesson construction and student participation: A sociolinguistic analysis. In J. Green, & J. Harker (Eds.), Multiple perspective analyses of classroom discourse. Norwood, NJ: Ablex Publishing Corporation.
17. Harris, M. (1991). Controversy and cumulation: Meta-analysis and research on interpersonal expectancy effects. Personality and Social Psychology Bulletin, 17(3), 316-322.
18. Hiebert, J., & Stigler, J. (2000). A proposal for improving classroom teaching: Lessons from the TIMSS Video Study. Elementary School Journal, 101, 3-20.
19. Jussim, L., Smith, A., Madon, S., & Palumbo, P. (1998). Teacher expectations. In J. Brophy (Ed.), Advances in research on teaching, Vol. 7 (pp. 1-47). Greenwich, CT: JAI Press, Inc.
20. Ladson-Billings, G. (1992). Reading between the lines and beyond the pages: A culturally relevant approach to literacy training. Theory into Practice, 31(4), 312-320.
21. Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass.
22. Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.
23. Newby, T. (1991). Classroom motivation: Strategies of first-year teachers. Journal of Educational Psychology, 83, 195-200.
24. Parsons, J., Kaczala, C., & Meece, J. (1982). Socialization of achievement attitudes and beliefs: Classroom influences. Child Development, 53, 322-339.
25. Rosenthal, R. (1994). Interpersonal expectancy effects: A 30-year perspective. Current Directions in Psychological Science, 3, 176-179.
26. Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectation and student intellectual development. New York: Holt, Rinehart, & Winston.
27. Schunk, D. (1989). Self-efficacy and achievement behaviors. Educational Psychology Review, 1, 173-208.
28. Schunk, D. (1990). Introduction to the special section on motivation and efficacy. Journal of Educational Psychology, 82, 1-6.
29. Stipek, D., Givvin, K., Salmon, J., & MacGyvers, V. (1998). Can a teacher intervention improve classroom practices and student motivation in mathematics? Journal of Experimental Education, 66, 319-337.
30. Turner, J. (1995). The influence of classroom contexts on young children's motivation for literacy. Reading Research Quarterly, 30, 410-441.
31. Turner, J., Meyer, D., Cox, K., Logan, C., DiCintio, M., & Thomas, C. (1998). Creating contexts for involvement in mathematics. Journal of Educational Psychology, 90, 730-745.
32. Weiner, B. (1986). An attributional theory of motivation and emotion. New York: Springer.
33. Weiner, B. (1995). Judgments of responsibility: A foundation for a theory of social conduct. New York: Guilford.
34. Wharton-McDonald, R., Pressley, M., & Hampston, J. (1998). Literacy instruction in nine first-grade classrooms: Teacher characteristics and student achievement. The Elementary School Journal, 99(2), 101-128.
35. Wigfield, A., & Eccles, J. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12, 265-310.
36. Wigfield, A., & Eccles, J. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.
37. Wilkinson, L. (1982). Communicating in the classroom. New York: Academic Press.
38. Zahoric, J. (1996). Elementary and secondary teachers' reports of how they make learning interesting. The Elementary School Journal, 96, 521-565.