The relationship between teacher self-efficacy and self-reported cognitive activation does not vary across investigated school characteristics¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? None of the cross-level interactions predicting cognitive activation significantly differed from zero. → Holzberger 2021

Evidence¶

Holzberger 2021¶

Holzberger, D., & Prestele, E. (2021). Teacher Self-Efficacy and Self-Reported Instructional Quality: A Multilevel Perspective on the Role of School Characteristics. Learning and Instruction, 76, 101513. https://doi.org/10.1016/j.learninstruc.2021.101513

q3 · i? · associational · r2

Cross-level interaction analyses on the Austrian TALIS 2018 sample tested school characteristics as moderators of efficacy–instructional quality slopes; all interactions involving cognitive activation were non-significant.

"Whereas none of the cross-level interactions predicting cognitive activation significantly differed from zero, there were 4 (marginally) significant cross-level interactions predicting classroom management."

Discussion¶

Learner Variables¶

• Self-Efficacy — predictor: learners who differ on it differ in outcomes

Related Claims¶

• School characteristics moderate the self-efficacy–classroom management relationship: smaller slopes in schools with high collective efficacy or high collaboration, larger with more participation — related
• Self-efficacy does not significantly moderate the relationship between AI anxiety and career decisions — related
• Teachers with higher self-efficacy report higher instructional quality at the individual teacher level, with congruent domain-specific associations — related
• Self-reported cognitive activation shows no context effects of school characteristics after controlling for individual teacher self-efficacy — related