Quality of teachers' and peers' behaviors and achievement goals: The mediating role of self-efficacy

Diaconu‐Gherasim, Loredana R.; Măirean, Cornelia; Brumariu, Laura E.

doi:10.1016/j.lindif.2019.06.001

Cited by 13 publications

(12 citation statements)

References 58 publications

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“…In fact, teachers' emotional support appeared to be modestly and negatively associated with the adoption of a work avoidance goal orientation and modestly and positively associated with the adoption of a mastery orientation, this last association being marginal. Yet, these results corroborate the observation that students' perception of their relationship with their teachers, notably the emotional support provided by them, can determine how they approach learning opportunities (Wentzel, 2002;Wentzel et al, 2012;Diaconu-Gherasim et al, 2019).…”

Section: Discussionsupporting

confidence: 81%

“…In considering the broader context of the pandemic, it is clear that it has led to a disruption in the course of school activities; in turn, it is very likely that students' achievement goals, and corresponding competence beliefs, have been negative impacted. However, it is important to keep in mind that support from teachers benefit achievement goals just as competence beliefs (Wentzel, 2002;Wentzel et al, 2012;Diaconu-Gherasim et al, 2019) and that it usually serves a protective function.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Linking High School Students’ Achievement Goal Orientations With Their Competence Beliefs and Their Perception of Teachers’ Emotional Support During the COVID-19 Pandemic

et al. 2022

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Due to the COVID-19 pandemic, adolescents have experienced limitations in their everyday activities. Consequently, their mental health has become an area of concern. However, there has been much less of a focus on the factors and mechanisms contributing to how they have approached their various academic activities during the pandemic. The current study fills this gap by investigating associations between adolescents’ competence beliefs and perception of teachers’ emotional support and their achievement goals (mastery, performance, and work avoidance) at the onset of the second wave of this pandemic in Canada. Participants were 90 Canadian high school adolescents in grades 9 and 10 and they were surveyed in November of 2020. Data were analyzed using multiple regression and mediation analyses. Among the most salient results, competence beliefs were found to predict achievement goals, above and beyond teachers’ emotional support, and these beliefs were significantly and positively associated with mastery and performance orientation, and marginally and negatively associated with work avoidance orientation. Results also showed that competence beliefs mediated the association between teachers’ emotional support and the mastery goal orientation. These findings are discussed in light of relevant pre-pandemic evidence about the role of competence beliefs and teachers’ emotional support on achievement goal orientations.

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Section: Discussionsupporting

confidence: 81%

Section: Theoretical Frameworkmentioning

confidence: 99%

Linking High School Students’ Achievement Goal Orientations With Their Competence Beliefs and Their Perception of Teachers’ Emotional Support During the COVID-19 Pandemic

et al. 2022

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“…Adolescents value their achievement from the perceived capacity to achieve personal academic goals; if they believe that the task surpasses their skill, the risk of failure increases. The inability to overcome difficulties is a situation that affects academic self-efficacy [9,10,12,20], which in turn is considered as the cause and effect of academic achievement and is also a predictor of academic success, especially when the adolescents have a policy context of peers with whom they compare to [12,38,51].…”

Section: Students' Factors Of Regulation: Self-regulation Procrastination and Academic Self-efficacymentioning

confidence: 99%

“…Habitually, this condition is measured with standardized tests [4] that, through numerical grading or value judgments, reflect a student's capacity, that depends on personal, familial, social, and institutional aspects [10]. Understanding the factors associated with academic achievement in adolescents is necessary to comprehend the individual differences integrally to promote academic success and reduce academic desertion [5,6,12].…”

Section: Introductionmentioning

confidence: 99%

Effect of Personal and Contextual Factors of Regulation on Academic Achievement during Adolescence: The Role of Gender and Age

Arias

Malpica-Chavarria

Umerenkova

et al. 2021

IJERPH

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This investigation aimed to analyze the predictive differential value of personal (self-regulation, self-efficacy, procrastination) and contextual characteristics (parents’ socio-educational level), regarding academic achievement, among Colombian adolescents. A total of 430 students (from 11 to 18 years old) from both genders filled out validated self-reports and informed their academic achievement. We performed an ex-post-facto design, simple regression analyses, structural equations predictions analyses (SEM), and variance analyses (ANOVAs). The results showed that self-regulation is the most potent personal variable predictive of procrastination and achievement, positively associated with self-efficacy; additionally, the parents’ educational level was also a predictor, although to a lesser level. The female group and the elderly group negatively predicted academic achievement, behaving as modulatory variables of the above results.

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“…Internal and external factors also influence the success of teachers in order to improve performance. Internally, the quality of a teacher determines student achievement [14]. The quality of a good teacher will certainly determine how students get knowledge.…”

Section: Introductionmentioning

confidence: 99%

Factors affecting teacher performance

Kanya

Fathoni

Ramdani

2021

IJERE

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<p><span>This study aimed to see whether there is an influence of school principal leadership, organizational culture, and teacher competence on teacher performance. Another aim was to see how much influence these factors have on teacher performance either partially or simultaneously. The research used a quantitative approach with survey methods. Analysis of the data used was multiple regression. Participants involved in the study were 385 teachers in Bandung high school by using proportional stratified random sampling. The results of the study showed that there was a significant influence on the school principal leadership variables, organizational culture, and teacher competence on teacher performance. Statistically the amount of contribution from all independent variables was 68.12%, so the remaining 32.88% was determined by other variables not measured in the study. This research was also useful to find out the factors that can improve teacher performance, so that it is expected to be a theoretical or practical consideration in schools in order to improve the quality of teachers and schools.</span></p>

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Quality of teachers' and peers' behaviors and achievement goals: The mediating role of self-efficacy

Cited by 13 publications

References 58 publications

Linking High School Students’ Achievement Goal Orientations With Their Competence Beliefs and Their Perception of Teachers’ Emotional Support During the COVID-19 Pandemic

Linking High School Students’ Achievement Goal Orientations With Their Competence Beliefs and Their Perception of Teachers’ Emotional Support During the COVID-19 Pandemic

Effect of Personal and Contextual Factors of Regulation on Academic Achievement during Adolescence: The Role of Gender and Age

Factors affecting teacher performance

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