Pre-service teachers' assessment quality is negatively related to self-efficacy and perceived costs of engaging with scientific evidence¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Among pre-service teachers (N = 157), quality of classroom-situation assessments was negatively related to self-efficacy (b = −0.17) and perceived costs of engaging with scientific evidence (b = −0.16), explaining 9.2% of variance. → Lachner 2024

Evidence¶

Lachner 2024¶

Lachner, A., Sibley, L., & Wagner, S. (2024). Practice Recommendations or Not? The LoGeT Model as Empirical Approach to Generate Localized, Generalized, and Transferable Evidence. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09876-z

q2 · i? · theoretical · r3

The article reports, citing Greisel et al. (2023), a study in which pre-service teachers (N = 157) reported motivational prerequisites grounded in the theory of planned behavior and assessed critical classroom situations. The printed coefficients are "b = − 0.17" for self-efficacy and "b = − 0.16" for perceived costs, "explaining 9.2% of variance."

"the quality of assessments was negatively related to self-efficacy (b = − 0.17) and the perceived costs to engage with scientific evidence (b = − 0.16), explaining 9.2% of variance"

Discussion¶

Related Claims¶

• Belonging, task relevance, and individual mindset together predict classroom self-efficacy, with belonging the strongest predictor — related
• Self-efficacy positively and test anxiety negatively predicted classroom grades, while test anxiety positively predicted cognitive strategy use but negatively predicted regulatory strategy use — related
• In a structural equation model, self-efficacy for procedural knowledge positively predicts intended use of retrieval practice, while perceived cost negatively predicts reported use — related