This study integrates 40 years of teacher self-efficacy (TSE) research to explore the consequences of TSE for the quality of classroom processes, students’ academic adjustment, and teachers’ psychological well-being. Via a criteria-based review approach, 165 eligible articles were included for analysis. Results suggest that TSE shows positive links with students’ academic adjustment, patterns of teacher behavior and practices related to classroom quality, and factors underlying teachers’ psychological well-being, including personal accomplishment, job satisfaction, and commitment. Negative associations were found between TSE and burnout factors. Last, a small number of studies indicated indirect effects between TSE and academic adjustment, through instructional support, and between TSE and psychological well-being, through classroom organization. Possible explanations for the findings and gaps in the measurement and analysis of TSE in the educational literature are discussed.

The present study took a meta-analytic approach to investigate whether students' engagement acts as a mediator in the association between affective teacher-student relationships and students' achievement. Furthermore, we examined whether results differed for primary and secondary school and whether similar results were found in a longitudinal subsample. Our sample consisted of 189 studies (249,198 students in total) that included students from preschool to high school. A distinction was made between positive relationship aspects (e.g., closeness) and negative relationship aspects (e.g., conflict). Meta-analytic structural equation modeling showed that, overall, the associations between both positive relationships and achievement and negative relationships and achievement were partially mediated by student engagement. Subsequent analyses revealed that mediation is applicable to both primary and secondary school. Only the direct association between positive relationships and engagement was stronger in secondary school than in primary school. Finally, partial mediation was also found in the longitudinal subsample.

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The present study investigated the role of early oral language and family risk for dyslexia in the two developmental pathways toward reading comprehension, through word reading and through oral language abilities. The sample contained 237 children (164 at family risk for dyslexia) from the Dutch Dyslexia Program. Longitudinal data were obtained on seven occasions when children were between 4 and 12 years old. The relationship between early oral language ability and reading comprehension at the age of 12 years was mediated by preliteracy skills and word-decoding ability for the first pathway and by later language abilities for the second pathway. Family risk influenced literacy development through its subsequent relations with preliteracy skills, word decoding, and reading comprehension. Although performance on language measures was often lower for the family-risk group than for the no-family-risk group, family risk did not have a specific relation with either early or later oral language abilities.

a b s t r a c tIn this study, we aimed to examine the associations between child-perceived teacher-child relationships, children's appraisals of interactions with their teacher, and internalizing problems. Five hundred third-to sixth-graders reported about their experiences of closeness, conflict, and negative expectations in the relationship with their teacher. Furthermore, their appraisals of fictive interactions with their teachers were measured. Internalizing problems were measured by children's self-reported depression, anxiety, and somatic complaints. The negative relation between closeness and internalizing problems in children was fully mediated by children's appraisals. The associations between conflict and negative expectations, respectively, and children's internalizing problems were only partly mediated. Effects for the negative relationship dimensions as well as the negative appraisals in the associations were stronger than effects for positive perceptions about the teacher. It can be concluded that child perceptions about the teacher matter for internalizing children.

The present study aimed to advance insight into similarities and dissimilarities between teachers' and students' views of closeness and conflict in their dyadic relationship, and personal teacher and student attributes that contribute to these views. In total, 464 students (50.2% girls) and 62 teachers (67.5% females) from grades 4 to 6 participated in this study. Teachers filled out questionnaires about their background characteristics, self-efficacy (TSES), and student-teacher relationship perceptions (STRS) and students answered questions about their demographics and the student-teacher relationship quality (SPARTS). Peer-nominations were used to measure students' internalizing and externalizing behavior. Tests for measurement invariance suggested that the conflict and closeness constructs both approximated similarity across students and teachers. Multilevel structural equation models furthermore indicated that students' relationship perceptions, and conflict in particular, were predicted by their own gender, socioeconomic status, and internalizing and externalizing behavior. Additionally, teaching experience negatively predicted students' perceived conflicts. Teachers' relationship perceptions were both predicted by their own characteristics (teaching experience) and student features (gender, socioeconomic status, and externalizing behavior). These predictors explained between 39% and 61% of the variance in student- and teacher-perceived closeness and conflict. Last, teachers' general self-efficacy was positively associated with mean levels of closeness, and negatively associated with mean levels of conflict across student-teacher dyads.

This study explored inter- and intra-individual differences in teachers' self-efficacy (TSE) by adapting Tschannen-Moran and Woolfolk Hoy's (2001) Teachers' Sense of Efficacy Scale (TSES) to the domain- and student-specific level. Multilevel structural equation modeling was used to evaluate the factor structure underlying this adapted instrument, and to test for violations of measurement invariance over clusters. Results from 841 third- to sixth-grade students and their 107 teachers supported the existence of one higher-order factor (Overall TSE) and four lower-order factors (Instructional Strategies, Behavior Management, Student Engagement, and Emotional Support) at both the between- and within-teacher level. In this factor model, intra-individual differences in TSE were generally larger than inter-individual differences. Additionally, the presence of cluster bias in 18 of 24 items suggested that the unique domains of student-specific TSE at the between-teacher level cannot merely be perceived as the within-teacher level factors' aggregates. These findings underscore the importance of further investigating TSE in relation to teacher, student, and classroom characteristics.

Data gathered from a longitudinal study within regular upper elementary schools were used to evaluate a theoretical model within which teachers' perceptions of conflict and closeness in the student-teacher relationship were considered as the intermediary mechanisms by which individual students' externalizing behavior generates changes in teachers' student-specific self-efficacy beliefs (TSE) across teaching domains. Surveys were administered among a Dutch sample of 524 third-to-sixth graders and their 69 teachers. Longitudinal mediation models indicated that individual students' externalizing behavior generally predicted higher levels of teacher-perceived conflict, which, in turn, resulted in lower studentspecific TSE across teaching domains (i.e., instructional strategies, behavior management, student engagement, and emotional support). Teacher-perceived closeness, however, was not found to mediate the link between externalizing student behavior and student-specific TSE. Instead, support was found for an alternative model representing the hypothesis that TSE, irrespective of teaching domain, mediated behavior-related changes in teachers' perceptions of closeness in the student-teacher relationship.