Teacher self-efficacy,instructional quality,and student motivational beliefs: An analysis using multilevel structural equation modeling |
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| Affiliation: | 1. Biology Education, Department of Biology I, LMU Munich, Germany;1. Department of Psychology, University of Zadar, Croatia;2. Department of General Psychology, University of Padua, Italy;1. Department of Education, University of Potsdam, Germany;2. School of Education, University of California, Irvine, USA;3. Department of Psychology, University of Potsdam, Germany;1. Institute for Educational Analysis (IBBW), Heilbronner Str. 172, 70191 Stuttgart, Germany;2. Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Europastraße 6, 72072 Tübingen, Germany;3. Center for Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt, Germany;4. University of Wuppertal, Rainer-Gruenter-Straße 21, 42119 Wuppertal, Germany;5. Department of Psychology, Goethe University Frankfurt, Theodor-W.-Adorno-Platz 6, 60629 Frankfurt, Germany;6. Institute of Educational Sciences, Goethe University Frankfurt, Theodor-W.-Adorno-Platz 6, 60629 Frankfurt, Germany;7. German Institute for International Educational Research Frankfurt, Schloßstr. 29, 60486 Frankfurt, Germany |
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| Abstract: | 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. |
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| Keywords: | Teacher self-efficacy Instructional quality Student motivational beliefs Doubly latent multilevel structural equation modeling |
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