Effects of Teacher Cognitive and Motivational Support on Children's Persistence and Help-Seeking Across Cultures

• In Event: Teaching and Learning and Teacher Education

Abstract

This study analysed the effects of teachers’ cognitive support through guidance (guiding talk) as well as motivational support tapping on students’ confidence for learning (talk for and against self-efficacy) on children’s persistence and help-seeking behaviours in Chile and England. Results from the analysis of 8 classrooms show that same types of teacher talk can have unique and even opposite predictive functions on children’s persistence and help-seeking across countries. Furthermore, the predictive role of guiding talk was found to switch directions depending on whether talk for self-efficacy or talk against self-efficacy were included as joint estimators/control variables. Results highlight the importance of cross-cultural studies and studies including both teacher cognitive and motivational support to better understand teacher effects on child self-regulation.

Authors

• Pablo E. Torres, University of Cambridge

• Ros McLellan, University of Cambridge

• David Whitebread, University of Cambridge