Class-level instructional quality (classroom management, cognitive activation, supportive climate) is positively related to student self-efficacy¶

Claim · All claims
Evidence · 1 study · associational r2 · q3 · i2 medium
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 In classes where students rate their teacher higher on any of the three instructional quality dimensions, students report higher self-efficacy. → Burić 2020

Evidence¶

Burić 2020¶

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

q3 · i2 · associational · r2

Climate-effect analysis using doubly latent ML-SEM: aggregated student ratings of instructional quality predicted aggregated student self-efficacy, with standardized βs of .361, .312, and .384 across the three dimensions. All three dimensions were similarly relevant.

"in classes of teachers with higher levels on the three instructional quality domains (i.e., classroom management, cognitive activation, and supportive climate), the students reported higher levels of SSE (β = .361, p = .001; β = .312, p = .016; and β = .384, p = .003, respectively)"

Discussion¶

Learner Variables¶

• Self-Efficacy — outcome: instruction changes it

Related Claims¶

• Class-level instructional quality is positively related to student intrinsic motivation, with all three dimensions similarly important — related
• Residual (non-shared) student-level perceptions of instructional quality are positively related to individual student self-efficacy and intrinsic motivation — related
• Teacher self-efficacy is not directly related to student self-efficacy or intrinsic motivation when teacher and student reports are combined at the class level — related