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Linking Teachers' Perceptions of Educational Value Discontinuity to Low-Income Middle School Students' Academic Engagement & Self-Efficacy

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Tyler, Kenneth M.; Boelter, Christina M.; Boykin, A. Wade – Middle Grades Research Journal, 2008

The purpose of this study is to examine whether teachers' perceptions of educational value discontinuity are predictive of the psychological antecedents of academic performance (e.g., academic engagement and academic self-efficacy) during middle school. Educational value discontinuity is defined as the difference between teachers' actual…

Descriptors: Middle School Students, Student Attitudes, Self Efficacy, Low Income Groups