How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis.

By Doris Holzberger, Anja Philipp, M. Kunter. 2013

716 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/7d25f65723a6572aaa59cad6e91ed3e0d71fa4c3

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Relation of teacher self-efficacy and classroom practices: A preliminary investigation (2018, background): “While selfreport research is appropriate, there is a need to expand research to examine teachers’ self-reported efficacy with other methods, such as classroom observations of teachers’ classroom practices (Holzberger et al., 2013).”
Studying technology-based strategies for enhancing motivation in mathematics (2014, background): “…of research has shown that implicit theory of ability plays a key role in students’ academic motivation, achievement, and career choices (Blackwell et al. 2007; Chen and Pajares 2010; Chen 2012; Cury et al. 2006; Good et al. 2012; Grant and Dweck 2003; Hong et al. 1999; Stipek and Gralinski 1996).”
The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality (2019, background): “Teacher competence develops over the course of the school year, and the impact of teaching experience on teacher competence can be as pronounced as the impact of teacher competence on teaching quality (Holzberger et al., 2013).”
Longitudinal relations between teaching-related motivations and student-reported teaching quality (2017, background): “Specifically, Holzberger, Philipp, and Kunter (2013) demonstrated that two dimensions of student-perceived teaching quality (cognitive activation and learning support) had a positive longitudinal predictive effect on teachers' self-efficacy whereas no significant predictive effects of teachers'…”
A Study of the Effects of Digital Learning on Learning Motivation and Learning Outcome (2017, background): “Doris Holzberger et al. (2013) regarded digital learning as delivery with digital forms of media (e.g. texts or pictures) through the Internet; and, the provided learning contents and teaching methods were to enhance learners’ learning and aimed to improve teaching effectiveness or promote personal…”
Teacher self-efficacy as a long-term predictor of instructional quality in the classroom (2016, methodology): “In their longitudinal study, Holzberger et al. (2013) have investigated predictive relations between teacher self-efficacy and instructional quality over one year.”
Teachers’ self-efficacy in relation to individual students with a variety of social–emotional behaviors: A multilevel investigation (2016, neutral): “For instance, teachers’ collegial support (Brownell & Pajares, 1999; Ciani, Summers, & Easter, 2008), instructional quality and classroom management (Holzberger, Philipp, & Kunter, 2013), and perceived work pressure (Leroy, Bressoux, Sarrazin, & Trouilloud, 2007) have been shown to be associated…”