scholarly journals Teacher Support and Student’s Self-efficacy Beliefs

2011 ◽  
Vol 5 (2) ◽  
Author(s):  
Sid Mitchell ◽  
Julie DellaMattera
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
Self Efficacy ◽  
Teacher Support ◽  
Efficacy Beliefs ◽  
Negative Effects ◽  
School Teachers ◽  
School Students ◽  
Student's Perceptions

Abstract The present study investigated the role of teacher support and its influence on middle school student’s self-efficacy beliefs. A statewide survey of 9,702 urban and rural middle school students found that teacher support declined across the middle school years and that this had negative effects on student self-efficacy beliefs. The data do show that girls received more support than did boys and that girls also had generally higher self-efficacy beliefs than did boys. Overall, the results show that middle school teachers can do more in fostering self-efficacy, particularly in boys, and maintaining support throughout a student’s middle school experience. The present study of student’s perceptions of teacher support over the middle school years is an important step in our ability to understand the complex ways in which teachers influence student’s self-efficacy beliefs.

scholarly journals The Relationship Between Guilt, Shame and Self-Efficacy Beliefs in Middle School Students

2015 ◽  
Vol 197 ◽  
pp. 1013-1017 ◽  
Author(s):  
Alessia Passanisi ◽  
Irene Sapienza ◽  
Silvia Budello ◽  
Flavio Giaimo
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
School Students ◽  
The Relationship

scholarly journals Middle School Students’ Graph Skills and Affective States about Graphs

2020 ◽  
Vol 6 (4) ◽  
pp. 692
Author(s):  
Murat Bursal ◽  
Serap Yetiş
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Self Efficacy ◽  
Grade Level ◽  
Eighth Graders ◽  
Efficacy Beliefs ◽  
Affective States ◽  
School Students ◽  
Positive Attitudes ◽  
Significant Difference

This survey design study was designed to test whether the graph skills and affective states of middle school students about graphs differ by their gender, grade level, and graph types (line, bar, and pie). The data collection instruments consisted of two scales developed by the authors and a Graph Skills Test, which consisted of graph questions from the previous TIMSS and PISA exams. Based on the findings, while middle school students were found to succeed at reading the data level graph questions, they were found to struggle in questions requiring higher graph skills, such as graph interpretation and graph construction. As for the affective states investigated, participants were found to hold high self-efficacy beliefs and positive attitudes toward graphs. No significant difference among the dependent variables (graph skills, self-efficacy beliefs about graphs, attitudes toward graphs, and graph literacy perceptions) was found by gender; however, grade level and graph type variables were found to impact students’ graph skills, graph attitudes, and personal graph literacy perceptions. Middle school students with less school experience with graphs (seventh graders) were found to hold more positive attitudes toward graphs than the eighth graders. On the contrary, eighth graders were found to perform better at graph questions requiring interpretations of the graph data. Also, participants in all subgroups were found to hold significantly higher personal graph literacy perceptions for the bar graphs, than the line graphs and pie charts. Based on the findings of the study, while middle school students were found to hold positive affective states about graphs, they were found to lack advanced graph skills. In agreement with the previous literature, it is recommended that graph literacy should become a dedicated part of the school curriculum.

K12 Outreach: Using Biomechanical Engineering Design Projects to Teach Difficult STEM Concepts to Middle School Students

2009 ◽  
Author(s):  
Kristen L. Billiar ◽  
Robin Belisle ◽  
Tanea Cezar ◽  
Mary Fusco ◽  
Cecelia Gray ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Student Learning ◽  
Engineering Design ◽  
Middle School Teachers ◽  
School Teachers ◽  
School Students ◽  
Science And Engineering ◽  
Science Technology ◽  
Design Projects

Science, technology, engineering and math (STEM) concepts become more difficult and less interesting for many students in middle school, thus discouraging many from pursuing science and engineering. To aid in student learning and motivation, we collaborated with middle school teachers to develop engineering design projects to teach difficult STEM concepts. Biomechanics projects appear to motivate student learning and reinvigorate the teaching of engineering topics.

Middle School Instructional Practices

2021 ◽  
pp. 1-24
Author(s):  
Cherie B. Gaines
Keyword(s):  
Middle School ◽  
Instructional Strategies ◽  
Middle School Teachers ◽  
Thinking Skills ◽  
Learning Needs ◽  
School Teachers ◽  
School Students ◽  
Environment Change ◽  
School Philosophy ◽  
Developmentally Responsive

As middle school students, typically aged 10-14, begin to navigate a new world after elementary school, not only does their environment change but so do their specific learning needs. When defining the middle school philosophy, it is important to recognize the need for higher order thinking skills. To meet this need and to utilize developmentally responsive instructional strategies, middle school teachers face the daily challenge of designing learning experiences for the classroom. In this chapter, the author discusses a study investigating middle school teachers' espoused beliefs about appropriate instructional strategies and the actual strategies used in their schools. Characteristics of developmentally responsive instructional strategies, including blended learning, are also described.

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