Student-reported teacher neuroticism negatively predicts student performance self-efficacy, with effects that differ across mathematics and English¶

Claim · All claims
Evidence · 2 studies · 2 associational r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? For mathematics at level 2, student-reported teacher neuroticism was the strongest predictor of PSE (β = -.61); for English at level 2, conscientiousness was strongest (β = .54) though neuroticism was also strong (β = -.51). → Kim 2018 q2 i? At level 1 the predictors of PSE were inconsistent across subjects: neuroticism was strongest for mathematics (β = -.09) but openness was strongest for English (β = .35), the latter contrary to hypothesis H4c. → Kim 2018 (2)

Evidence¶

Kim 2018¶

Kim, Lisa, Dar-Nimrod, Ilan and MacCann, Carolyn (2018) Teacher Personality and Teacher Effectiveness in Secondary School: Personality Predicts Teacher Support and Student Self-Efficacy but not Academic Achievement. Journal of Educational Psychology. pp. 309-323. https://doi.org/10.1037/edu0000217

q2 · i? · associational · r2

Multilevel regressions predicting student performance self-efficacy from student-reported teacher personality; teacher-level variables predicted 21% and 37% of level-2 variance in mathematics and English PSE. Neuroticism was a strong negative predictor in both subjects ("β = -.61"; "β =-.51").

"For mathematics at level 2, individual student-reports of teacher neuroticism was the strongest predictor of PSE (β = -.61), in line with H1c. For English at level 2, mean student-reports of teacher conscientiousness was the strongest predictor of PSE (β = .54), although neuroticism was also a strong predictor (β =-.51)."

Kim 2018 (2)¶

Kim, Lisa, Dar-Nimrod, Ilan and MacCann, Carolyn (2018) Teacher Personality and Teacher Effectiveness in Secondary School: Personality Predicts Teacher Support and Student Self-Efficacy but not Academic Achievement. Journal of Educational Psychology. pp. 309-323. https://doi.org/10.1037/edu0000217

q2 · i? · associational · r2

Level-1 results of the same PSE regressions, where student-level variables predicted 30% and 22% of level-1 variance in mathematics and English PSE. The article notes the predictors were "not consistent across mathematics and English at level 1".

"The predictors of PSE were not consistent across mathematics and English at level 1. For mathematics at level 1, individual student-reports of teacher neuroticism were the strongest teacher personality predictor of PSE (β = -.09), in line with H1. For English at level 1, individual student-reports of teacher openness was the strongest predictor of PSE (β = .35), not in line with H4c."

Discussion¶

Related Claims¶

• Student-reported teacher conscientiousness is the strongest Big Five predictor of perceived teacher academic support in secondary mathematics and English classes — related
• Of the Big Five personality traits, only conscientiousness (r = .22) and openness (r = .13) correlate appreciably with mathematics achievement — related
• Neuroticism correlates negatively with achievement overall, most strongly with STEM test scores — related
• Teacher personality does not predict student academic achievement when previous achievement is controlled — related