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ERIC Number: EJ832303
Record Type: Journal
Publication Date: 2008
Pages: 20
Abstractor: As Provided
Reference Count: 46
ISSN: ISSN-1937-0814
Linking Teachers' Perceptions of Educational Value Discontinuity to Low-Income Middle School Students' Academic Engagement & Self-Efficacy
Tyler, Kenneth M.; Boelter, Christina M.; Boykin, A. Wade
Middle Grades Research Journal, v3 n4 p1-20 Win 2008
The purpose of this study is to examine whether teachers' perceptions of educational value discontinuity are predictive of the psychological antecedents of academic performance (e.g., academic engagement and academic self-efficacy) during middle school. Educational value discontinuity is defined as the difference between teachers' actual educational values and their perceptions of students' parents' educational values (Hauser-Cram, Sirin, & Stipek, 2003). Two hundred seventy-one middle grade students in Language Arts classrooms reported academic engagement and self-efficacy scores, while their teachers completed scales assessing their perceptions of educational value discontinuity. Results showed that educational value discontinuity was a significant predictor of middle school students' sense of academic self-efficacy and also their behavioral engagement in class. Limitations and future directions of this research are discussed. (Contains 2 tables.)
Institute for School Improvement, Missouri State University. 901 South National Avenue, Springfield, MO 65897. Tel: 417-836-8854; Fax: 417-836-8881; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Patterns of Adaptive Learning Survey