Teacher self-efficacy is not directly related to student self-efficacy or intrinsic motivation when teacher and student reports are combined at the class level¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? At the class level, TSE showed no significant associations with student-reported self-efficacy or intrinsic motivation across all three instructional quality models. → Burić 2020

Evidence¶

Burić 2020¶

Burić, Irena and Kim, Lisa (2020) Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2019.101302

q3 · i? · associational · r2

Doubly latent ML-SEM at the teacher level found no significant direct paths from TSE to student motivational beliefs; the authors state the relationship is "not as robust as it has been previously suggested" when both report sources are combined. No effect sizes beyond the non-significant βs are printed.

"TSE was not related to SSE and intrinsic motivation in classroom management, cognitive activation, and supportive climate models (β = -.094, p =.447 and β = -.171, p = .137; β = -.083, p = .497 and β = -.168, p = .165; β = -.091, p = .469 and β = -.139, p = .296, respectively)."

Discussion¶

Learner Variables¶

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

Related Claims¶

• More teaching experience is associated with lower teacher self-efficacy and somewhat lower student-rated classroom management and student self-efficacy — related
• Class-level instructional quality is positively related to student intrinsic motivation, with all three dimensions similarly important — related
• Class-level instructional quality (classroom management, cognitive activation, supportive climate) is positively related to student self-efficacy — related
• Residual (non-shared) student-level perceptions of instructional quality are positively related to individual student self-efficacy and intrinsic motivation — related
• Teachers with higher self-efficacy are rated by students as showing better classroom management, more cognitive activation, and greater support — related
• Teacher self-efficacy shows positive links with students' academic adjustment — related