Beliefs about School Learning during Adolescence: Their Contribution to Motivational Beliefs and School Achievement
Bibliographic record
Abstract
The aim of the present study was to examine the contribution of adolescents’ beliefs about school learning to their achievement-related motivational beliefs and school achievement in mathematics. A Greek sample of 7,907 ninth (N = 3,498) and tenth (N = 4,409) graders of both genders were group examined using self-report questionnaires tapping their beliefs about school learning, personal achievement goals and self-efficacy in mathematics. Grade point average in mathematics was also used. Path analyses indicated both direct and indirect significant paths between the variables under examination. Overall, the findings of the present study support the importance of adopting a conception of school learning as a personal constructive process or as a force of personal empowerment and social change for the promotion of adaptive motivational patterns and increased achievement in mathematics. The results are discussed in light of current theory and their educational implications are pointed out.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".