In Study 2, teachers' general self-efficacy replicated its positive associations with students' session ratings, and general performance-approach and work-avoidance goals predicted perceived learning¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? General self-efficacy beliefs positively predicted students' overall rating, perceived learning, and joy, and negatively predicted boredom at the teacher level. → Daumiller 2021 q3 i? General performance-approach goals positively and work-avoidance goals negatively predicted perceived learning; task goals negatively predicted learning and learning goals negatively predicted overall rating. → Daumiller 2021 (2)

Evidence¶

Daumiller 2021¶

Daumiller, M., Janke, S., Hein, J., Rinas, R., Dickhäuser, O., & Dresel, M. (2021). Do teachers' achievement goals and self-efficacy beliefs matter for students' learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences. Learning and Instruction. Advanced online publication. https://doi.org/10.1016/j.learninstruc.2021.101458

q3 · i? · associational · r2

Study 2 three-level latent modeling (96 teachers, 182 courses, 828 sessions, 16,009 student assessments) with general motivations at Level 3; the article describes the self-efficacy effects as "similar, large effects" but prints no standardized effect size.

"we found similar, large effects for self-efficacy beliefs that positively predicted students' overall rating, perceived learning, and joy, and negatively predicted boredom."

Daumiller 2021 (2)¶

Daumiller, M., Janke, S., Hein, J., Rinas, R., Dickhäuser, O., & Dresel, M. (2021). Do teachers' achievement goals and self-efficacy beliefs matter for students' learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences. Learning and Instruction. Advanced online publication. https://doi.org/10.1016/j.learninstruc.2021.101458

q3 · i? · associational · r2

Same Study 2 Level 3 models; the article reports these four general-goal associations, including two unexpected negative ones, with no effect sizes printed.

"In addition, learning was positively predicted by performance ap-proach goals and negatively by work avoidance goals. Surprisingly, learning was also negatively predicted by teachers' task goals and overall rating was negatively predicted by learning goals."

Discussion¶

Related Claims¶

• Teachers' achievement goals measured at semester start did not predict students' course-level learning experiences in Study 1, and relational goals were negatively associated with overall course rating — related
• Session-specific performance-approach goals were positively related to students' overall rating and learning and negatively to boredom, while performance-avoidance goals showed the opposite pattern — related
• Unexpected session-level associations: task goals positively predicted joy, relational goals negatively predicted learning and boredom, and learning goals negatively predicted overall rating and positively predicted boredom — related
• Higher education teachers' self-efficacy beliefs at semester start positively predict students' end-of-course overall rating, learning, and joy, and negatively predict boredom — related