Teacher–student relationships and students’ self-efficacy beliefs. Rationale, validation and further potential of two instruments

Jederlund, Ulf; Rosen, Tatjana von

doi:10.1080/20004508.2022.2073053

Cited by 7 publications

(4 citation statements)

References 33 publications

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“…Additionally, only mastery goal orientation was included. Since performance goal orientation as well as other motivational beliefs, are also linked to person-environment fit at school (Jederlund & von Rosen, 2022), these variables might also be included in further analyzes.…”

Section: Limitationsmentioning

confidence: 99%

The Decline in Mastery Goal Orientation and Person-Environment Fit and the Preventive Effect of Classroom Community: Examining Transitions Using Latent Growth Curve Modelling

Ramseier,

Neuenschwander

2024

EUROPEAN J ED RES

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<p style="text-align:justify">Students’ mastery goal orientation tends to decline over the course of compulsory school, especially after the transition to lower secondary school. According to stage-environment fit theory, secondary school is less accommodating to students' needs, interests, and abilities than primary school. In consequence, the perceived person-environment fit declines as well. It is assumed that a strong sense of classroom community in primary school can counteract a potential decline in both of these important individual aspects. Using data from the Swiss longitudinal research project WiSel (“Wirkungen der Selektion”; “Effects of Tracking”), we conducted a latent growth curve model (LGCM) to examine the correlation between the development of students' mastery goal orientation and the development of their person-environment fit during the transition from primary school to lower secondary school. Perceived classroom community was assumed to benefit from these developments. The results show that both mastery goal orientation and person-environment fit decrease during the transition to lower secondary school. A strong sense of classroom community in fifth grade leads to a smaller decline in both constructs. Implications for educational practice are discussed.</p>

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Section: Limitationsmentioning

confidence: 99%

The Decline in Mastery Goal Orientation and Person-Environment Fit and the Preventive Effect of Classroom Community: Examining Transitions Using Latent Growth Curve Modelling

Ramseier,

Neuenschwander

2024

EUROPEAN J ED RES

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“…Students' self-efficacy beliefs and self-confidence to succeed within different domains at school, has an impact on their learning achievements. Within the teacher-student relationship, teachers contribute to individual students' positive identity as learners (Jederlund, von Rosen, 2022). Teachers who maintain positive relationships with students have had an impact on their adjustment (Wentzel, 2012), including improvement in students' behavior in non-classroom settings (Cash et al, 2019).…”

Section: Positive Relationships Of a Teachermentioning

confidence: 99%

“…In this study, the literature review made it possible to explore concepts of 'teacher empowerment ' (e.g., Chamberlin, 2008;Eaker, 2008;Fleck 2005;Shaver, 2004;Schwarzer, Hallum, 2008;Squire-Kelly, 2012 and etc. ), 'positive relationships of a teacher' (e. g., Pianta et al, 2003;Williford, Wolcott, 2015;Jederlund, von Rosen, 2022;Pihlaja, Holst, 2013;Wentzel, 2012 and etc. ), 'power of the teacher' (Finn, 2012;Hawamdeh, 2013;Reid and Kawash, 2017;Thompson, 2019 and etc.…”

Section: Data Collectionmentioning

confidence: 99%

Empowerment and Power of a Teacher through Contributing to Positive Relationships and Using Positive Discipline in the School Environment: Teachers’ Experiences in Two Baltic Countries

2024

European Journal of Contemporary Education

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There is growing evidence of the role of relationships in teaching, learning and disciplining. This research aimed to compare Latvian and Lithuanian teachers' experiences regarding their empowerment through contributing to positive relationships and power through using positive discipline in school environment. The research questions were two: What does empowerment mean to teachers through their contribution to positive relationships in the school environment? What does the use of positive discipline in the classroom mean for teachers in regard to their power? The total sample consisted of 152 teachers from LV and LT. The research was implemented by applying semi-structured interviews with focus groups and using latent qualitative content analysis for data analysis. Findings showed that LT teachers express their expectations for relationship improvement, while Latvian teachers speak about actions for implementing empowering relationships in the school environment; LT teachers emphasize their power through creating the dyadic trustful, group-related relationships with students as a basic for teaching/learning, while LV teachers use the potential of the school community. Conclusions highlight that LT teachers relate positive discipline to learning from experience which means learning knowledge and skills through direct practice. This entails teachers and students reflecting on the experience they have had to identify new skills and knowledge that they can use within the specific context, case or situation. Regarding their power to apply positive discipline, LV teachers highlight their individual responsibility for structuring the learning environment and managing the classroom, which is related to the teacher's professional expertise/teaching methodology.

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“…As part of the ecosystem, parents must be able to harmonize the implementation of education at home and school [35]. Education transformation indicators are successful if the teacher's treatment of students has changed [36], [37]. The indications are that teachers have become more independent in planning and implementing learning.…”

Section: Introductionmentioning

confidence: 99%

Education transformation in Indonesia requires the implementation of differentiated learning

Hidayat,

Patras

2024

IJERE

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This study describes teachers’ perceptions of implementing education transformation after the Corona Virus Disease 2019 (COVID-19) pandemic. The research method uses a mixed-method approach: quantitative and qualitative. Quantitative data collection using questionnaires. Analysis of quantitative data using the Rasch model. Qualitative data analysis through the collection, reduction, and presentation. The respondents of this research are 389 teachers in Indonesia. The questionnaire instrument contains 21 items of statements. Before being sent to teachers via the Google form, the questionnaire had met the readability test by 10 teachers. This research found that the most effortless education transformation is related to the education ecosystem. However, implementations still challenging to implement are related to pedagogy, especially the implementation of differentiated learning. Therefore, this study implies that the educational ecosystem needs to be maintained. Meanwhile, pedagogics, especially those related to differentiated learning, must be improved with various training to recognize student learning styles, multiple intelligences, learning readiness, teacher socio-emotional, and student socio-cultural.

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Teacher–student relationships and students’ self-efficacy beliefs. Rationale, validation and further potential of two instruments

Cited by 7 publications

References 33 publications

The Decline in Mastery Goal Orientation and Person-Environment Fit and the Preventive Effect of Classroom Community: Examining Transitions Using Latent Growth Curve Modelling

The Decline in Mastery Goal Orientation and Person-Environment Fit and the Preventive Effect of Classroom Community: Examining Transitions Using Latent Growth Curve Modelling

Empowerment and Power of a Teacher through Contributing to Positive Relationships and Using Positive Discipline in the School Environment: Teachers’ Experiences in Two Baltic Countries

Education transformation in Indonesia requires the implementation of differentiated learning

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