Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling
Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling
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DOI：
10.1016/j.learninstruc.2019.101302
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发表时间：
2020-04-01
影响因子：
6.2
通讯作者：
Kim, Lisa E.
中科院分区：
文献类型：
--
作者：
Buric, Irena;Kim, Lisa E.
教师自我效能感是影响教师教学质量和学生动机信念的最显著的动机特征之一。然而，对这些关联的讨论往往主要是概念性的和/或基于实证研究，而实证研究存在方法上的缺陷。因此，本研究的目的是检查TSE，教学质量（即，课堂管理、认知激活和支持性气氛）和学生动机信念（即，自我效能感和内在动机），通过使用来自教师和学生的反应，并实施了一个复杂的双潜在多层次结构方程建模方法。共有94名高中教师和他们的2087名学生参加了这项研究。研究结果显示，在班级层面上，教师自我效能感与教学品质的三个构面均呈正相关，但与学生动机信念无显著相关。如预期的那样，教学质量与学生的动机信念呈正相关。
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.