Student self-efficacy moderates the relationship between lecturer charismatic leadership and behavioral engagement, with stronger effects for lower self-efficacy students¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2023 · checked against its sources 2026-10-30 (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? The interaction is significant (β = -0.08, p < .01); the charismatic leadership effect on behavioral engagement is significant at -1 SD self-efficacy but non-significant at +1 SD. → Hazzam 2023

Evidence¶

Hazzam 2023¶

Hazzam, J., & Wilkins, S. (2023). The influences of lecturer charismatic leadership and technology use on student online engagement, learning performance, and satisfaction. Computers & Education. https://doi.org/10.1016/j.compedu.2023.104809

q3 · i? · associational · r2

Moderation analysis using Hayes' Process macro model 1 with 5000 bootstrap samples; interaction effect significant (β = -0.08, t = -2.90, p < .01, ΔR² = 0.008), effect non-significant at +1 SD (p = .11).

"The results suggest that for -1 standard deviation from the mean on self-efficacy the effect (β = 0.20, t = 4.81, p < .001) is higher than the effect on the mean level of self-efficacy (β = 0.13, t = 4.01, p < .001)."

Discussion¶

Learner Variables¶

Motivation — moderator: an instructional effect differs with it
Self-Efficacy — moderator: an instructional effect differs with it

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