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Anke Heyder
Technical University of Dortmund
20Publications
5H-index
112Citations
Publications 20
Newest
#1Anke HeyderH-Index: 5
#2Anne F. WeidingerH-Index: 5
Last.Ricarda SteinmayrH-Index: 21
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Abstract Many students find math difficult, but those who are intrinsically motivated learn and do well even when they face obstacles. Here, we examine an environmental factor that might affect students' intrinsic motivation in math: namely, teachers' beliefs about success in math. Do teachers perceive elementary school math as a domain that requires an innate ability, and does this belief relate to students' intrinsic motivation in math? Our study explored these questions in a sample of 830 Ger...
1 CitationsSource
Abstract This study examined teachers' beliefs about which factors influence student achievement and their relation with teachers' occupational well-being in 2331 in-service teachers. Teachers viewed student factors as more important than teacher factors, and teacher factors as more important than family factors. The more teachers believed that teachers were important, the higher their job satisfaction. The more teachers believed that family factors were important, the lower their job satisfacti...
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#1Linda Wirthwein (Technical University of Dortmund)H-Index: 9
#2Jörn R. Sparfeldt (Saarland University)H-Index: 12
Last.Ricarda Steinmayr (Technical University of Dortmund)H-Index: 21
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Many studies have already found differences between male and female students in various motivational variables. With regard to the stereotypes associated to different school subjects, boys usually are more motivated in math or sciences whereas girls score higher in verbal subjects such as languages. Studies investigating sex differences in achievement goals have yielded conflicting results. Furthermore, studies are rare that investigate sex differences in achievement goals in different domains. ...
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#1Anke HeyderH-Index: 5
#2Ricarda SteinmayrH-Index: 21
Last.Ursula Kessels (FU: Free University of Berlin)H-Index: 13
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The self-concept of ability in math in elementary school is an early predictor for future math-related choices and careers. Unfortunately, already at this early age girls report lower ability self-concepts in math than boys - despite their comparable performances in objective math competence tests. In the present study we focus on teachers’ beliefs as factors explaining these gender differences. Women’s underrepresentation in math and science in academia has recently been explained by the belief...
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#1Franziska Lautenbach (Technical University of Dortmund)H-Index: 1
#2Anke Heyder (Technical University of Dortmund)H-Index: 5
ABSTRACTBackground: A positive attitude towards inclusion has been considered as one of the most influential success factors for inclusive education in school. Thus, improving attitudes to inclusion in preservice teachers has gained interest in research and teacher education practice.Purpose: In this study, we systematically reviewed intervention studies that aimed to improve preservice teachers’ attitudes towards inclusion within the university context. We aimed to investigate whether, in the r...
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#1Ricarda SteinmayrH-Index: 21
#2Anke HeyderH-Index: 5
Last.Linda WirthweinH-Index: 9
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Recent research in the educational context has focused not only on academic achievement but also on subjective well-being (SWB) as both play a major role in students’ lives. Whereas the determinants of academic achievement have been extensively investigated, little research has been conducted on school-related determinants of SWB in comparison with other students’ characteristics. In the present cross-sectional study, we set out to investigate whether perceived school climate predicts school gra...
1 CitationsSource
#1Anke HeyderH-Index: 5
#2Sebastian BergoldH-Index: 4
Last.Ricarda SteinmayrH-Index: 21
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Evidence-based knowledge about intellectual giftedness is important for identifying, counseling, and fostering intellectually gifted students. How much teachers actually know about intellectual giftedness is unclear because previous studies have relied solely on self-reports. This study aimed to: (a) develop a test for the assessment of teachers’ knowledge about intellectual giftedness defined as an intellectual capacity significantly above average, the identification of giftedness, and characte...
3 CitationsSource
Abstract Low-achieving students are at risk of experiencing a pattern of emotional, motivational, and cognitive deficits called school-related helplessness if they attribute their low achievement to low aptitude. Teachers' beliefs about the causes of students' low achievement are important sources of attributional information for students. In a sample of 2117 German ninth-graders attending the lowest track, 118 math and 129 German-language teachers, we tested whether teachers' beliefs about the ...
3 CitationsSource
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