The Journal of Educational Research,
Journal Year:
2009,
Volume and Issue:
102(6), P. 463 - 472
Published: May 30, 2009
The
authors
examined
relations
among
student
perceptions
of
classroom
achievement
goals,
self-efficacy,
perceived
instrumentality
work,
and
sense
belonging
within
a
classroom.
Participants
were
249
high
school
students.
also
how
cognitive
engagement
was
predicted
by
those
variables
along
with
personal
goals
(mastery
performance
approach).
results
indicate
that
the
adoption
mastery
instrumentality,
belonging,
whereas
instrumentality.
Last,
found
promoting
orientation
predictive
student's
belonging.
They
discuss
importance
mastery-oriented
classrooms.
Journal of Educational Psychology,
Journal Year:
2010,
Volume and Issue:
102(3), P. 741 - 756
Published: Aug. 1, 2010
The
authors
of
this
study
sought
to
examine
the
relationships
among
teachers'
years
experience,
teacher
characteristics
(gender
and
teaching
level),
three
domains
self-efficacy
(instructional
strategies,
classroom
management,
student
engagement),
two
types
job
stress
(workload
stress),
satisfaction
with
a
sample
1,430
practicing
teachers
using
factor
analysis,
item
response
modeling,
systems
equations,
structural
equation
model.
Teachers'
experience
showed
nonlinear
all
factors,
increasing
from
early
career
mid-career
then
falling
afterwards.
Female
had
greater
workload
stress,
behaviors,
lower
management
self-efficacy.
Teachers
self-efficacy,
whereas
satisfaction.
Those
young
children
(in
elementary
grades
kindergarten)
higher
levels
for
engagement.
Lastly,
or
instructional
strategies
Review of Educational Research,
Journal Year:
2016,
Volume and Issue:
86(4), P. 981 - 1015
Published: Jan. 26, 2016
This
study
integrates
40
years
of
teacher
self-efficacy
(TSE)
research
to
explore
the
consequences
TSE
for
quality
classroom
processes,
students’
academic
adjustment,
and
teachers’
psychological
well-being.
Via
a
criteria-based
review
approach,
165
eligible
articles
were
included
analysis.
Results
suggest
that
shows
positive
links
with
patterns
behavior
practices
related
quality,
factors
underlying
well-being,
including
personal
accomplishment,
job
satisfaction,
commitment.
Negative
associations
found
between
burnout
factors.
Last,
small
number
studies
indicated
indirect
effects
through
instructional
support,
organization.
Possible
explanations
findings
gaps
in
measurement
analysis
educational
literature
are
discussed.
Journal of Educational Psychology,
Journal Year:
2013,
Volume and Issue:
105(3), P. 774 - 786
Published: April 29, 2013
This
study
extends
previous
research
on
teachers’
self-efficacy
by
exploring
reciprocal
effects
of
and
instructional
quality
in
a
longitudinal
panel
study.
The
design
combined
self-report
measure
teacher
with
student
ratings
(assessing
cognitive
activation,
classroom
management,
individual
learning
support
for
students),
2-level
cross-lagged
structural
equation
analyses
were
conducted.
Data
collected
from
155
German
secondary
mathematics
teachers
3,483
Grade
9
students
at
2
measurement
points.
Although
cross-sectional
correlations
between
beliefs
characteristics
instruction
substantiated,
the
only
partially
confirmed
causal
effect
later
quality.
Instead,
revealed
reverse
self-efficacy,
students’
experience
activation
management
predicting
subsequent
self-efficacy.
Our
findings
emphasize
importance
examining
not
as
cause
but
also
consequence
educational
processes.
Future
should
take
perspective
varying
time
lags,
identify
possible
mediator
variables,
consider
other
aspects
competence
beyond
when
