Teachers' relational self-efficacy—beliefs in their capability to form, maintain, and repair relationships—is hypothesized to motivate TSR-building, but existing global self-efficacy measures show mixed links to TSR quality¶

Claim · All claims
Evidence · 1 study (2 entries) · theoretical r3 · q1–q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The article defines relational self-efficacy as a distinct, task-specific belief construct that existing multi-dimensional teacher self-efficacy scales do not directly measure. → Robinson 2022 q2 i? Studies of general teacher self-efficacy and TSR quality report conflicting findings: some positive associations, others null or very slight. → Robinson 2022 (2)

Evidence¶

Robinson 2022¶

Robinson, C. D. (2022). A Framework for Motivating Teacher-Student Relationships. Educational Psychology Review. https://doi.org/10.1007/s10648-022-09706-0

q1 · i? · theoretical · r3

Definitional/theoretical statement grounded in social cognitive theory and Bandura's four sources of self-efficacy (mastery experiences, vicarious experiences, verbal persuasion, affective and physiological states). The article argues non-domain-linked scales "usually have poor predictive validity."

"I define teachers' relational self-efficacy as teachers' beliefs about their capability to successfully form, maintain, and (when necessary) repair relationships with students."

Robinson 2022 (2)¶

Robinson, C. D. (2022). A Framework for Motivating Teacher-Student Relationships. Educational Psychology Review. https://doi.org/10.1007/s10648-022-09706-0

q2 · i? · theoretical · r3

Narrative review of cited studies: some (Hajovsky et al.; Summers et al.) found positive associations between self-efficacy and TSR perceptions, while others (Chung et al.; De Jong et al.; Yoon) found null or very slight associations. The review attributes this discrepancy to measures not targeting relational self-efficacy directly.

"several studies have found no, or very slight, associations between teachers' self-efficacy and the quality of their relationships with individual students"

Discussion¶

Learner Variables¶

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

Related Claims¶

• Teachers are unlikely to build positive TSRs unless they believe relationship-building is their role — related
• Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks. — a broader claim this one bears on
• Teachers' subjective task values for TSRs—intrinsic, attainment, utility, and cost—shape their motivation to build relationships — related
• Teacher-reported relationship conflict, but not closeness, is modestly related to teacher efficacy beliefs and depression, though findings are mixed — related