Relationships between self-efficacy and achievement moderated by teacher interaction: an international comparison study

Hwang, Jihyun; Ham, Yeajin

doi:10.1007/s13394-019-00280-3

Cited by 6 publications

(4 citation statements)

References 35 publications

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“…Teachers’ self-efficacy can be expanded and perfected through specialized training programs that have a high level of complexity and require teachers to delve deeper into their knowledge of teaching and learning, as shown by Catalano, Albulescu, and Stan [ 77 ]. Teacher self-efficacy is improved by teacher interaction, which positively affects student self-efficacy, as proven by Hwang and Ham [ 78 ]. Zakariya [ 55 ] provided an ample study that proved the connection between teacher self-efficacy, job satisfaction, and school climate.…”

Section: Introductionmentioning

confidence: 99%

Self-Efficacy, Job Satisfaction and Teacher Well-Being in the K-12 Educational System

Orțan

Kiss

Simuț

2021

IJERPH

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Teacher job satisfaction and well-being have a significant impact on educational outcomes, considering that teaching is the main objective of the educational process. The aim of this study is to examine the relationship between teacher job satisfaction and four main categories of determinants: self-efficacy, relational aspects (colleague collaboration, student behavior, school management), work-related aspects (administrative workload, teaching tasks), and working conditions, in order to identify various implications for teachers’ well-being. The study employs a survey delivered to 658 K-12 (pre-university) teachers, from the North-West region of Romania. We used factorial analysis and a structural equation model to test eight proposed hypotheses. The results showed that self-efficacy, promotion, positive student behavior, and working conditions have significant effects on job satisfaction. These factors influence job satisfaction and well-being in the teaching profession because they ensure a positive work environment in which teachers and students thrive, thus leading to higher levels of involvement from teachers, students, and parents alike. An efficient work environment decreases attrition, burnout, emotional exhaustion, and teacher turnover, while increasing job satisfaction, well-being, and teacher retention.

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Section: Introductionmentioning

confidence: 99%

Self-Efficacy, Job Satisfaction and Teacher Well-Being in the K-12 Educational System

Orțan

Kiss

Simuț

2021

IJERPH

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“…Moreover, he underlines that self-confidence concerns students' overall feelings; it is not domain specific. Supporting this idea, there are some studies which handle self-confidence scale as self-efficacy (Hwang & Ham, 2021). Hence, in the present study, these items are considered as students' self-efficacy beliefs.…”

Section: Self-efficacymentioning

confidence: 87%

Kız ve Erkek Öğrencilerin Fen ve Matematik ile İlgili Kariyer İsteklerindeki Eğilimler

Kahraman

2022

Boğaziçi Üniversitesi Eğitim Dergisi

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The aim of this study is to examine secondary school students' desire to pursue a career in science and mathematics in 2011 and 2015, taking into account gender differences, and to examine how variables related to students' socioeconomic status, motivation and performance predict the desire of female and male students to pursue a career in science and mathematics. The number of books, study environment at home and parents' educational levels were analyzed as SES variables. While motivational variables were students' self-efficacy and task value beliefs, performance related variables were their achievement and engagement. The data of the eighth-grade students from Trends in International Mathematics and Science Study (TIMSS) 2011 and 2015 were analyzed. To investigate the year differences of girls' and boys' career aspirations in science and mathematics, Chi-Square test was performed. In addition, logistic regression analysis was conducted to investigate the relation between students' SES, motivation, performance and career aspirations for 2011 and 2015 data separately. The results have indicated that students' motivation was the strongest and the most common predictor of career aspirations in science and mathematics for boys and girls.

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“…Teachers should emphasise studentcentred learning and motivate students to prefer classroom learning. In three nations, Singapore, Korea, and the United States, Hwang and Ham (2019) investigated the role of teacher contact in mediating the relationship between students' self-efficacy and math achievement. According to the findings, various teacher interactions affect the links between students' self-efficacy and mathematical achievement in each location.…”

Section: Literature Reviewmentioning

confidence: 99%

Unravelling the Psychological Underpinnings of Classroom Dynamics: A Study on Teacher-Student Interaction

Amjad

2023

JDSS

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The study was intended to explore the psychological bases of Teacher-Student Interaction (TSI) in the classroom. Moreover, differences in five psychological bases, emotional, conduct, hyperactivity, inattention, and peer interaction across teachers' gender, qualification, and teaching experience, were also the study's purpose. A cross-sectional quantitative survey study was designed for this purpose. The participants of the study were secondary school teachers from the Gujranwala district. A self-developed Teacher-Student Interaction Scale (TSIS) was used to collect data from 285 respondents. Data were analysed using mean, standard deviation, one sample, independent sample t-test, and Analysis of Variance (ANOVA). It was found that conduct and emotional bases are teachers' most frequently used psychological bases to develop TSI, while peer interaction is comparatively less contributing base. It was also revealed that there were insignificant differences regarding psychological bases across gender and qualification of the teachers. Furthermore, there was a contradiction in using psychological bases like emotional, hyperactivity, and the total scale across teachers' teaching experience. Hence, we suggest that future researchers conduct more in-depth studies on STIs to find the factors that lead to similar bases across gender, qualification, and experience.

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Relationships between self-efficacy and achievement moderated by teacher interaction: an international comparison study

Cited by 6 publications

References 35 publications

Self-Efficacy, Job Satisfaction and Teacher Well-Being in the K-12 Educational System

Self-Efficacy, Job Satisfaction and Teacher Well-Being in the K-12 Educational System

Kız ve Erkek Öğrencilerin Fen ve Matematik ile İlgili Kariyer İsteklerindeki Eğilimler

Unravelling the Psychological Underpinnings of Classroom Dynamics: A Study on Teacher-Student Interaction

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