Relation of perceived teacher support of student questioning to students' beliefs about teacher attributions for questioning and perceived classroom learning environment

摘要: Abstract Two studies examined students' perceptions of their teachers' support for classroom question asking in relation to: (a) beliefs about attributions student questioning, and (b) goal orientations incentive structure. In Study 1 (n = 125), college students who perceived higher levels reported believing that teachers attributed questions to motivation less lack ability, not or low ability. An avoidance-avoidance conflict was suggested very support. They believed both Teachers' 80) self-rated related only asking. 2 1013) found evidence teacher questioning related: directly mastery orientation inversely emphasis on performance goals (grades), independence cooperative incentives competition. Discussion included possible self-fulfilling prophecy effects questioning.