Burić, Irena and Kim, Lisa orcid.org/0000-0001-9724-2396 (2020) Teacher self-efficacy, instructional quality, and student motivational beliefs:An analysis using multilevel structural equation modeling. Learning and Instruction. 101302. ISSN 0959-4752
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.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2019 Elsevier Ltd. All rights reserved. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details. |
Keywords: | teacher self-efficacy,instructional quality,student motivational beliefs,doubly latent multilevel structural equation modeling |
Dates: |
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Institution: | The University of York |
Academic Units: | The University of York > Faculty of Social Sciences (York) > Education (York) |
Depositing User: | Pure (York) |
Date Deposited: | 07 Jan 2020 14:40 |
Last Modified: | 02 Apr 2025 23:17 |
Published Version: | https://doi.org/10.1016/j.learninstruc.2019.101302 |
Status: | Published online |
Refereed: | Yes |
Identification Number: | 10.1016/j.learninstruc.2019.101302 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:155353 |