结构方程建模
心理学
多级模型
质量(理念)
自我效能感
数学教育
社会心理学
统计
数学
物理
量子力学
作者
Irena Burić,Lisa E. Kim
标识
DOI:10.1016/j.learninstruc.2019.101302
摘要
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.
科研通智能强力驱动
Strongly Powered by AbleSci AI