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dc.contributor.authorGeorgiou, Stelios N.en
dc.creatorGeorgiou, Stelios N.en
dc.description.abstractThe aim of this study was to examine the beliefs that experienced and novice teachers hold about school achievement. It is important to investigate these beliefs and attributions because of the significant role that teachers play in the lives of most children. A group of Greek Cypriot elementary school teachers (n = 154) and a comparable group of teacher education students (n = 159) completed the Beliefs About School Achievement (BASA) scale. It was found that, in comparison to student teachers, experienced teachers tend to attribute achievement more to factors that are biologically determined, uncontrollable by the child, and stable over time - such as intellectual ability. They also believe significantly more than student teachers that factors such as gender and family background play an important role in child achievement. In contrast, novice teachers believe more in the role that teachers play in student learning and in the importance of student effort.en
dc.sourceEducational Psychologyen
dc.subjectNovice and experienced teachersen
dc.subjectTeacher attributionsen
dc.titleBeliefs of experienced and novice teachers about achievementen
dc.description.endingpage131Σχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and EducationΤμήμα Ψυχολογίας / Department of Psychology
dc.description.notesCited By :19; Export Date: 13 July 2017en
dc.contributor.orcidGeorgiou, Stelios N. [0000-0003-0419-1214]

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