Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling

TY - JOUR

T1 - Teacher self-efficacy, instructional quality, and student motivational beliefs

T2 - An analysis using multilevel structural equation modeling

AU - Burić, Irena

AU - Kim, Lisa

N1 - © 2019 Elsevier Ltd. All rights reserved. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details.

PY - 2020/1/3

Y1 - 2020/1/3

N2 - Teacher self-efficacy (TSE) is one of the most salient motivational characteristics that is assumed to affect teachers’ instructional quality and student motivational beliefs. However, discussions of these associations have primarily been often primarily conceptual and/or based on empirical research that has suffered from methodological shortcomings. Therefore, the aim of this study was to examine the relationships between TSE, instructional quality (i.e., classroom management, cognitive activation, and supportive climate) and student motivational beliefs (i.e., self-efficacy and intrinsic motivation) by using responses from both teachers and students and implementing a sophisticated doubly latent multilevel structural equation modeling approach. A total of 94 high school teachers and their 2087 students participated in the study. The results demonstrated that, at the class level, TSE was positively related to the three dimensions of instructional quality but not to student motivational beliefs. As expected, instructional quality was positively related to student motivational beliefs.

AB - Teacher self-efficacy (TSE) is one of the most salient motivational characteristics that is assumed to affect teachers’ instructional quality and student motivational beliefs. However, discussions of these associations have primarily been often primarily conceptual and/or based on empirical research that has suffered from methodological shortcomings. Therefore, the aim of this study was to examine the relationships between TSE, instructional quality (i.e., classroom management, cognitive activation, and supportive climate) and student motivational beliefs (i.e., self-efficacy and intrinsic motivation) by using responses from both teachers and students and implementing a sophisticated doubly latent multilevel structural equation modeling approach. A total of 94 high school teachers and their 2087 students participated in the study. The results demonstrated that, at the class level, TSE was positively related to the three dimensions of instructional quality but not to student motivational beliefs. As expected, instructional quality was positively related to student motivational beliefs.

KW - teacher self-efficacy

KW - instructional quality

KW - student motivational beliefs

KW - doubly latent multilevel structural equation modeling

U2 - 10.1016/j.learninstruc.2019.101302

DO - 10.1016/j.learninstruc.2019.101302

M3 - Article

SN - 0959-4752

VL - 66

JO - Learning and Instruction

JF - Learning and Instruction

M1 - 101302

ER -