The effects of teachers' beliefs on elementary students' beliefs, motivation, and achievement in mathematics
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
According to Pajares (1992), teachers' beliefs can be deeply personal, unaffected by persuasion, and either implicitly or explicitly expressed in daily routines. Their beliefs can be formed by chance, an intense experience or a succession of events, and may include beliefs about different facets of teaching and learning. Teachers hold beliefs about students, learning, teachers and teaching, the nature of knowledge and knowing, the roles of schools in society, and the curriculum, to name a few (Levitt, 2001). Whatever their origin or object, research has shown that beliefs influence a wide variety of cognitive processes including memory, comprehension, deduction and induction, problem representation, and problem solution (Pintrich, 1990). Importantly, the study of teachers' beliefs provides a valuable means of analyzing and understanding the complex relationship between beliefs and student outcomes (Hofer and Pintrich, 2002; Pajares, 1992; Schraw and Olafson, 2002).
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.000 |
| 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) | 0.000 | 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 it