Higher education teachers' self-efficacy beliefs at semester start positively predict students' end-of-course overall rating, learning, and joy, and negatively predict boredom¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2–r3 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Teachers' self-efficacy beliefs measured at semester start positively predicted students' end-of-course assessments of overall rating, learning, and joy, and were negatively associated with boredom. → Daumiller 2021 q2 i? Student ratings clustered substantially by teacher (ICC1 = .17–.31), providing the teacher-level variance that self-efficacy explained. → 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 1 prospective design with 166 teachers and 2,106 students; latent two-level modeling with teacher motivations at semester start and student assessments at semester end. The article reports that self-efficacy "positively predicted students' end -of-course assessments" on all three positive outcomes and negatively predicted boredom; no effect size is printed.

"teachers' self-efficacy beliefs measured at the beginning of the semester positively predicted students' end -of-course assessments of overall rating, learning, and joy, and were negatively associated with their boredom experienced in the courses of these teachers."

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 · r3

Descriptive multilevel analysis in Study 1 showing teacher-level clustering of student ratings; the article characterizes ICC1 = .17–.31 as "a medium to large effect size following LeBreton & Senter, 2008".

"Inspection of the intra -class-correlations of the student ratings (i.e., how strongly the student a ssessments were similar for the individual teachers) revealed that this variance could be attributed to differences be-tween different teachers (ICC1 = .17 –.31;"

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
• 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 — 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
• Pre-actional metacognitive, motivational, and positive-emotional components are positively associated with regulatory behavior in the actional phase, while anger and anxiety are negatively associated — related
• E-learning self-efficacy relates to both positive and negative achievement emotions, while computer self-efficacy relates only to positive emotions — related