自我效能感
心理学
学生参与度
结构方程建模
纵向研究
数学教育
教育学
社会心理学
数学
统计
作者
Chiung-Fang Chang,Nathan C. Hall,So Yeon Lee,Hui Wang
标识
DOI:10.1016/j.ijer.2022.101952
摘要
• Stronger teacher social goals predicted higher self-efficacy for motivating students • Stronger teacher social goals predicted higher self-efficacy for managing classrooms • Teacher self-efficacy mediates social goals effects on student classroom engagement • Teacher self-efficacy for instructional strategies did not predict classroom engagement • Findings underscore promoting social goals and self-efficacy in teacher education In response to limited research exploring teachers’ motivational orientations underlying their efforts to develop meaningful relationships with students, the present longitudinal study with Canadian practicing teachers ( N = 497) investigated the effects of teachers’ social goals on perceived classroom engagement as mediated by their selfefficacy beliefs across six months. Cross-lagged analyses showed teachers’ social goals at Time 1 to predict their self-efficacy (for student engagement) and their students’ classroom engagement (emotional) at Time 2. The longitudinal structural equation model showed teachers’ self-efficacy for engaging students to most strongly mediate the effects of their social goals on students’ classroom engagement. Implications for teacher training and professional development are discussed.
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