Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms

Lazarides, Rebecca; Buchholz, Janine; Rubach, Charlott

doi:10.1016/j.tate.2017.08.017

Cited by 120 publications

(101 citation statements)

References 53 publications

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“…For instance, when a math teacher occupies themselves in their students who do not perform well and attend to them by honing in on how they are solving problems, the students will be less embarrassed from making mistakes, have more assurance in their math abilities, and develop a greater awareness of control over their learning (Liu et al, 2018). According to Lazarides et al (2018), teacher self-efficacy of classroom organization and management is their sense of his or her capability to effectively perform classroom management responsibilities. Moreover, there has been a significant relationship between teachers' self-efficacy of classroom management and the ability to master the goals they set for their classroom.…”

Section: Teacher Self-efficacymentioning

confidence: 99%

Impact of Teachers’ Gender and Self-Efficacy on End of Year Elementary Students Mathematics Assessments in Rural South Texas Schools

Gonzalez¹,

Kupczynski²,

Hall³

et al. 2019

JSE

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The purposes of this study were to compare grade 3 math achievement based on gender of teacher and to investigate if teacher self-efficacy predicts grade 3 math achievement. This study was framed around the concept of teacher self-efficacy. An independent sample t-test revealed that teacher gender made a substantive difference in the outcome of students who met grade level standards for grade 3 2018 STAAR math. A bivariate linear regression showed that self-efficacy for teaching mathematics at the elementary level did not predict the proportion of students who met grade level standards for grade 3 2018 STAAR math. Results indicated that neither gender nor self-efficacy of rural south Texas elementary teachers significantly impact the proportions of students who met grade level standards.

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Section: Teacher Self-efficacymentioning

confidence: 99%

Impact of Teachers’ Gender and Self-Efficacy on End of Year Elementary Students Mathematics Assessments in Rural South Texas Schools

Gonzalez¹,

Kupczynski²,

Hall³

et al. 2019

JSE

View full text Add to dashboard Cite

show abstract

“…Confidence has been defined as how sure a person is to perform well on a particular task (Fennema & Sherman, 1976). Confidence has been positively linked to the quality of pedagogy, acting partly through the interaction of confidence in discipline knowledge and self-efficacy, that is, a belief that their teaching will succeed (Bandura, 2006), and has been linked to more effective classroom practice (Beswick, Watson, & Brown, 2006;Graven, 2002;Lazarides, Buchholz, & Rubach, 2018). As with knowledge, there has been little empirical data on Australian middle years teachers' confidence.…”

Section: Introductionmentioning

confidence: 99%

Untitled

2019

AJTE

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Prospective middle school pre-service teachers' knowledge and affect in Australia has had little empirical research. In this study, 108 graduate entry pre-service teachers were surveyed for their knowledge of middle years' mathematics, confidence, and selfefficacy at the commencement of a mathematics curriculum course. It was found that their memory of middle years' mathematics was very poor and this was accompanied by low levels of confidence and selfefficacy. An intervention was undertaken to address these issues. The findings are discussed in the context of the "genericism" of preservice teacher preparation. In particular, the findings call into question the justification for pre-service entry to such a mathematics curriculum course on the basis of proxy measures of mathematics knowledge, without which the teaching of the discipline becomes challenging.

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“…Research suggests a positive association between these beliefs with teacher job satisfaction (Moè, Pazzaglia, & Ronconi, 2010), their teaching commitments (Coladarci, 1992), and their enthusiasm and willingness to support students (Allinder, 1994;Teresa & Kimberley, 2012). The findings of several studies have also yielded evidence about the linkages between teacher efficacy beliefs with students' motivation (Lazarides, Buchholz, & Rubach, 2018;Midgley, Feldlaufer, & Eccles, 1989), learners' satisfaction (Pan, 2014), and learner's achievements (Cantrell, Almasi, Carter, & Rintamaa, 2013;Caprara, Barbaranelli, Steca, & Malone, 2006).…”

Section: Introductionmentioning

confidence: 99%

Teacher Self-efficacy Research in English as Foreign Language Contexts : A Systematic Review

Hoang¹

2018

The Journal of AsiaTEFL

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Teacher self-efficacy beliefs (TSE) are recognised as a key component of successful learning and teaching. However, this construct seems to be under-investigated in the field of language teaching. This systematic review aims to examine the state of English as a foreign language (EFL) TSE research published from 2002 to 2017. Twenty seven studies were included and reviewed in terms of (i) contexts, (ii) participants, (iii) focus, (iv) methodology, and (v) main findings. Results show that a quantitative approach was dominant among the reviewed studies, the majority of which took practicing teachers as their participants. Most of the studies were carried out in Middle Eastern countries, and there was a paucity of TSE research in other EFL contexts. TSE research in the area mainly focused on the influence of different factors on TSE, and correlations between TSE and teacher behaviours and emotion. However, there was a lack of evidence for the impact of EFL teacher self-efficacy on learner outcomes. The review also shows the dearth of TSE scales or research that examines EFL specific teaching tasks. Finally, the review provides some outline of directions for future EFL teacher self-efficacy research.

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Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms

Cited by 120 publications

References 53 publications

Impact of Teachers’ Gender and Self-Efficacy on End of Year Elementary Students Mathematics Assessments in Rural South Texas Schools

Impact of Teachers’ Gender and Self-Efficacy on End of Year Elementary Students Mathematics Assessments in Rural South Texas Schools

Untitled

Teacher Self-efficacy Research in English as Foreign Language Contexts : A Systematic Review

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