Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling
308 citations recorded by the source corpus.
Abstract Teacher self-efficacy (TSE) is one of the most salient motivational characteristics that is assumed to affect teachers’ instructional quality and student motivational beliefs. However, discussions of these associations have primarily been often primarily conceptual and/or based on empirical research that has suffered from methodological shortcomings. Therefore, the aim of this study was to examine the relationships between TSE, instructional quality (i.e., classroom management, cognitive activation, and supportive climate) and student motivational beliefs (i.e., self-efficacy and intrinsic motivation) by using responses from both teachers and students and implementing a sophisticated doubly latent multilevel structural equation modeling approach. A total of 94 high school teachers and their 2087 students participated in the study. The results demonstrated that, at the class level, TSE was positively related to the three dimensions of instructional quality but not to student motivational beliefs. As expected, instructional quality was positively related to student motivational beliefs.
Subfields: Education, Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/ef3de4071c0ce00e021741e3fd133318d86fc26f
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In Education
In Experimental and Cognitive Psychology
In Social Psychology
Citations in the corpus
- Teachers’ classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career (2020, unknown): “Researchers have typically assumed that self-efficacy affects classroom behaviors and student outcomes rather than the other way around, although empirical studies have mostly been cross-sectional (e.g., Burić & Kim, 2020; Egyed & Short, 2006; Skaalvik & Skaalvik, 2018).”
- Trust in principals, leaders’ focus on instruction, teacher collaboration, and teacher self-efficacy: testing a multilevel mediation model (2020, methodology): “For example, Burić and Kim (2020) conducted research with 94 secondary school teachers and found a positive relationship between TSE and instructional quality.”