Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review

Educational Psychology Review, Год журнала: 2021, Номер 34(1), С. 259 - 300

Опубликована: Май 15, 2021

Abstract This integrative review aims to render a systematic account of the role that teachers’ psychological characteristics, such as their motivation and personality, play for critical outcomes in terms teacher effectiveness, well-being, retention, positive interpersonal relations with multiple stakeholders (e.g., students, parents, principals, colleagues). We first summarize evaluate available evidence on between characteristics these derived existing research syntheses (meta-analyses, reviews). then discuss implications findings regarding eight identified characteristics—self-efficacy, causal attributions, expectations, enthusiasm, emotional intelligence, labor, mindfulness—for educational practice. In practical recommendations, we focus selection design future professional development activities areas particularly profit from profound understanding relative importance different facilitating adaptive outcomes.

Язык: Английский

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A review on the accuracy of teacher judgments

Educational Research Review, Год журнала: 2020, Номер 32, С. 100374 - 100374

Опубликована: Ноя. 26, 2020

Язык: Английский

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What is ‘teacher awareness’ and can teachers use it to overcome their expectation bias?– a thematic analysis of research

Social Psychology of Education, Год журнала: 2025, Номер 28(1)

Опубликована: Янв. 22, 2025

Язык: Английский

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Creating a Supportive Classroom Environment Through Effective Feedback: Effects on Students’ School Identification and Behavioral Engagement

Frontiers in Education, Год журнала: 2021, Номер 6

Опубликована: Июнь 25, 2021

Previous research revealed the connection between students’ behavioral and emotional engagement a supportive classroom environment. One of primary tools teachers have to create environment is effective feedback. In this study, we assessed using perception shared by all students from same teachers’ use We aimed explore effect such an on school identification. Using probabilistic sample 1,188 75 classrooms across 6th, 7th, 9th, 10th grades, employed multilevel regression modeling with random intercept fixed slopes. explored effects both individual perceptions feedback student engagement. The analyses identified that who perceived their more had higher level Once controlled these feedback, still observed So, in where used creating environment, identification levels, regardless association variables remained significant even after controlling characteristics (gender, nationality, mother’s education, history grade retention) (grade level, type school, number at level). Our findings support potential practices foster build inclusive value diversity.

Язык: Английский

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Stricter Teacher, More Motivated Students? Comparing the Associations Between Teacher Behaviors and Motivational Beliefs of Western and East Asian Learners

Frontiers in Psychology, Год журнала: 2021, Номер 11

Опубликована: Янв. 15, 2021

Teacher behaviors are one of the most significant factors influencing student learning. Students from different cultures may have interpretations their teachers’ behaviors. This study compared associations between teacher strictness, feedback, and students’ motivational beliefs using data six Western countries (the United States, Kingdom, Finland, Norway, Australia, New Zealand) East Asian regions (Japan, Korea, mainland China, Hong Kong, Macau, Taiwan) in Program for International Student Assessment (PISA) 2015. A total 89,869 15-year-old students were included analysis. The findings indicate that (i) strictness was negatively associated with motivation, but positively related to students; (ii) feedback had positive both (iii) there a relationship context. These results highlight need consider cultural when interpreting reactions

Язык: Английский

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The impact of self-directed learning experience and course experience on learning satisfaction of university students in blended learning environments: the mediating role of deep and surface learning approach

Frontiers in Psychology, Год журнала: 2024, Номер 14

Опубликована: Янв. 8, 2024

Introduction With the rapid development of technology and evolution educational ideas, blended learning model has become new norm in higher education. Therefore, based on Biggs’ process theory, this study aims to investigate relationships between experience, approaches, satisfaction university students within Chinese context explore dynamic mechanism learning. Methods The modified versions Self-Rating Scale Self-Directed Learning, Course Experience Questionnaire, Revised Study Process Questionnaire were administered 939 first-grade (444 men, 495 women). data analyzed by using covariance-based structural equation modeling (CB-SEM) technique. Results results demonstrated that, among students, there significant correlations self-directed course deep approach, surface satisfaction. Additionally, approaches mediated association experience Conclusion This provides insight into facilitative effect students’ their how is triggered through mediating role different with context. shows behaviors psychology a environment, thus revealing characteristics integrating self-learning framework theory. findings contribute assisting providers delivering targeted interventions enhance

Язык: Английский

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Influence of teachers’ emotional intelligence on students’ motivation for academic learning: an empirical study on university students of Bangladesh

Cogent Education, Год журнала: 2024, Номер 11(1)

Опубликована: Март 18, 2024

Excellent teachers produce quality students who resembles their teachers. Teaching is a very challenging and stressful job that create emotional distress for have significant impact on students. Bandura's Social Cognitive Theory of Motivation inspired this study, which focused Emotional Intelligence. This study attempts to measure the influences Bangladeshi teachers' intelligence (EI) students' motivation academic learning. research incorporates Daniel Goleman's five EI dimensions: self-awareness (SA), self-regulation (SR), self-motivation (SM), empathy (EM) social skills (SS). The survey includes 14 private public universities from Bangladesh. A 31-item structured questionnaire was designed collect data (N = 415) respondents using five-point Likert scale, structural equation modeling (PLS-SEM) employed reliability, validity, test hypotheses. Results revealed learning directly influenced by study's findings indicate positively intelligence. Consequently, contributes body knowledge offering implications in higher education.

Язык: Английский

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What is the role of teaching support in students’ motivation and engagement trajectories during adolescence? A four-year latent growth modeling study

Learning and Instruction, Год журнала: 2024, Номер 92, С. 101910 - 101910

Опубликована: Апрель 11, 2024

This 4-wave longitudinal study investigated the role of perceived teaching support in motivation and engagement trajectories from early adolescence Year 6 (Time 1) to mid-adolescence 9 4). A total 7769 Australian school students participated. Latent growth modeling (LGM) was implemented explore students' trajectories. Findings confirmed well-known pattern declines mid-adolescence—but played a significant part how these patterns unfolded. Specifically, we found evidence for: (1) temporal effects, such that declined over time; (2) initiating at Time 1 associated with positive "starting points" for 1; (3) contemporaneous least one timepoint, related same timepoint; (4) sustaining significantly predicted all four timepoints; (5) escalating predictive on increased time. contribute knowledge about boost sustain during mid-adolescence.

Язык: Английский

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Feedback Practices on Young Students’ Oral Reading: A Systematic Review

Review of Educational Research, Год журнала: 2025, Номер unknown

Опубликована: Янв. 4, 2025

When beginning readers read aloud, the teacher’s feedback affects their reader identities. Teacher’s may also imprint a strong model of what reading is and proficient do. This systematic review investigates characteristics teachers’ on elementary students’ furthers its potential to support agency in learning read. A total 52 empirical studies K–5 settings were identified analyzed. Findings suggest clear associations between how was presented aspects targeted: typically, either explicit decoding or implicit meaning. Further, for student more strongly associated with practices. Finally, two groups students—struggling L2 learners—tended receive that does not promote agency. The concludes by discussing practices students becoming independent readers.

Язык: Английский

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Tapping into teacher feedback in digital storytelling: Learning outcomes, emotions, and perceptions

Language Teaching Research, Год журнала: 2025, Номер unknown

Опубликована: Янв. 7, 2025

With the existing research gap regarding validation of effects teacher feedback, relatively limited exploration correlation between feedback and speaking performance, inadequate examination emotions, this study endeavored to investigate efficacy in digital storytelling among learners English as a foreign language (EFL). Emphasis is placed on perceptions high low achievers, reflections. Employing mixed-methods approach, design incorporated data from pre-/post-tests storytelling, student responses an emotion questionnaire, reflections practices. The findings demonstrated that not only significantly impacted students’ performances throughout process but also played key role regulating their emotions. Both achievers exhibited predominantly positive emotions during creation. However, greater sensitivity competitive pressures, contributing slight differences emotional experiences two groups. Furthermore, displayed desire for derived more substantial benefits, particularly areas image selection arrangement. Based reflections, types were focused adjusting chosen storybooks (including storyline development image/illustration design), establishing fulfillment criteria, ensuring equitable distribution work presentation within each group, addressing pronunciation concerns.

Язык: Английский

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