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Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling (CROSBI ID 285850)

Prilog u časopisu | izvorni znanstveni rad | međunarodna recenzija

Burić, Irena ; Kim, Lisa Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling // Learning and instruction, 66 (2020), 101302, 12. doi: 10.1016/j.learninstruc.2019.101302

Podaci o odgovornosti

Burić, Irena ; Kim, Lisa

hrvatski

Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling

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.

teacher self-efficacy ; instructional quality ; student motivational beliefs ; doubly latent multilevel structural equation modeling

nije evidentirano

engleski

Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling

nije evidentirano

teacher self-efficacy ; instructional quality ; student motivational beliefs ; doubly latent multilevel structural equation modeling

nije evidentirano

Podaci o izdanju

66

2020.

101302

12

objavljeno

0959-4752

10.1016/j.learninstruc.2019.101302

Povezanost rada

Obrazovne znanosti, Psihologija

Poveznice
Indeksiranost