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

Abstract

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

“…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.…”

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“…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.…”

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

“…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).…”