Teachers’ self-efficacy beliefs for teaching math: Relations with teacher and student outcomes
By Harsha N. Perera, J. John. Contemporary Educational Psychology, 2020
167 citations recorded by the source corpus.
Abstract Social cognitive theory posits that teacher self-efficacy beliefs should be related to not only their own well-being outcomes but also classroom processes and student outcomes in the general ecology of the classroom environment. However, little research has directly examined the associations of teachers’ self-efficacy beliefs with these teacher and student-level outcomes simultaneously. The present study proposes and tests an integrative model of the relations of teachers’ self-efficacy for teaching math with their job satisfaction and student math achievement both directly and indirectly via interaction quality as a critical dimension of the quality of classroom processes. Additionally, student level relational and motivational predictors of math achievement, including individual perceptions of student-teacher interaction quality and math self-concept, are included per the ecology of the classroom environment. Based on data from over 6000 4th grade students and 450 teachers, results of multilevel structural equation modeling revealed that teachers’ self-efficacy beliefs for teaching math were positively associated with teachers’ job satisfaction and class levles of math achievement and interaction quality. At the individual student level, individual levels of math self-concept were positively associated with math achievement, and individual perceptions of interaction quality were positively associated with math self-concept. However, a negative association between residualized interindividual perceptions of interaction quality and math achievement was observed.
Subfields: Education, Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/ea5dec86cfbeb6473d3d5ea8946b28e949919359
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Citations in the corpus
- Factors Influencing Student STEM Learning: Self-Efficacy and Outcome Expectancy, 21st Century Skills, and Career Awareness (2021, background): “…and beliefs can influence the successful outcome of students’ performance (Bal-Taştan et al., 2018; Borko & Whitcomb, 2008; Gulistan & Hussain, 2017; Perera & John, 2020; Salgado et al., 2018), and students with strong competencies of success and efficacy beliefs tend to perform more challenging…”