Carr M, Kurtz-Costes B E
Department of Educational Psychology, University of Georgia, Athens 30602.
Br J Educ Psychol. 1994 Jun;64 ( Pt 2):263-76. doi: 10.1111/j.2044-8279.1994.tb01101.x.
The purpose of this project was to explore the accuracy and predictors of teachers' perceptions of their students' metacognition, self-concept, and attributional beliefs. Nineteen third grade teachers each nominated six children from their classrooms based on the children's maths abilities (high, medium, low). The children were tested on metacognitive knowledge, self-concept, and attributional beliefs. Teachers completed questionnaires estimating each child's metacognitive abilities, academic self-concept, and attributional beliefs about the reasons underlying academic success and failure. Analyses indicated that teachers' perceptions were biased by children's abilities, as higher ability children were portrayed more favourably on all variables. Regressions of teachers' perceptions on children's scores revealed that teachers were moderately accurate in their ratings of children's metacognitive abilities, but not of their attributional beliefs or self-concepts. Implications for metacognitive and motivational models of the learner are discussed.
本项目的目的是探究教师对学生元认知、自我概念和归因信念的认知的准确性及预测因素。19名三年级教师根据学生的数学能力（高、中、低），从各自班级中分别提名了6名学生。这些学生接受了元认知知识、自我概念和归因信念的测试。教师完成了问卷，评估每个学生的元认知能力、学业自我概念以及关于学业成败原因的归因信念。分析表明，教师的认知受到学生能力的影响，因为能力较强的学生在所有变量上都被描绘得更积极。教师对学生分数的认知回归分析显示，教师对学生元认知能力的评分有一定准确性，但对学生的归因信念和自我概念的评分则不然。文中还讨论了对学习者元认知和动机模型的启示。
