Teachers' self-efficacy for SRL promotion shows significant indirect effects on students' self-efficacy, utility value and attainment value via teacher- and student-reported SRL promotion, with no indirect path to cost¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2024 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Only teachers' self-efficacy showed significant indirect effects on students' SRL motivation via both SRL promotion reports (β = [0.11, 0.19]); teachers' attainment value showed no significant indirect relations. → Johannes Jud 2024
q3 i0 No significant indirect relationship was found between teachers' motivation and students' perceived cost. → Johannes Jud 2024
Evidence¶
Johannes Jud 2024¶
Johannes Jud, Yves Karlen, Carmen Nadja Hirt. (2024). Linking teachers' and students' motivation for self-regulated learning: is there a signal and how is it transmitted? Metacognition and Learning. https://doi.org/10.1007/s11409-024-09393-y
q3 · i? · associational · r2
Full-perspective MSEM indirect effects (Table 2): specific indirect effects via both reports were significant, e.g. teacher self-efficacy to student utility value β = 0.194 (CI [0.084, 0.305]); "no indirect relation was found to students' perceived costs". Attainment value indirect effects were non-significant.
"Only teachers' self-efficacy for SRL promotion showed several significant indirect effects on students' SRL motivation via teacher- and student-reported SRL promotion (β = [0.11, 0.19]). However, no indirect relation was found to students' perceived costs."
Discussion¶
Learner Variables¶
- Motivation — outcome: instruction changes it
- Self-Efficacy — outcome: instruction changes it
Related Claims¶
- Student-reported SRL promotion is associated with students' self-efficacy, utility value and attainment value for SRL at class and student levels, but not with perceived cost — related
- Teachers' self-efficacy for SRL promotion, but not their attainment value, is positively related to their self-reported SRL promotion when both are modelled simultaneously — related
- No significant direct effects exist between teachers' motivation to promote SRL and students' SRL motivation — related
- Student-reported SRL promotion is not significantly associated with students' perceived cost of using strategies at class level, and only negligibly (r = −.04) at student level — related
- Including student-reported SRL promotion is critical for finding indirect teacher-to-student motivation links: teacher-report-only models show none, student-report-only models show significant indirect effects — reports the opposite
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
indirect-effects-teacher-self-efficacy-via-srl-promotion |
title |
Teachers' self-efficacy for SRL promotion shows significant indirect effects on students' self-efficacy, utility value and attainment value via teacher- and student-reported SRL promotion, with no indirect path to cost |
description |
Teachers' self-efficacy for SRL promotion shows significant indirect effects on students' self-efficacy, utility value and attainment value via teacher- and student-reported SRL promotion, with no indirect path to cost |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — johannes-jud-2024 |
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