scholarly journals The Relationship between Mastery Experience and Teacher Self-Efficacy: A Meta-Analytic Review

2018 ◽  
Vol 5 (2) ◽  
pp. 73-83
Author(s):  
Mohamad Sahari Nordin ◽  
Lilia Halim ◽  
Mohd Burhan Ibrahim ◽  
Enas Said Abu Libdeh
Keyword(s):  
Research Design ◽  
Self Efficacy ◽  
Meta Analysis ◽  
School Level ◽  
Regression Procedure ◽  
Analytic Review ◽  
Mastery Experience ◽  
Meta Regression ◽  
Teacher Self Efficacy ◽  
The Relationship

The objective of the meta-analysis was to examine the likelihood and magnitude of the effect of the mastery experience and teacher self-efficacy relationship. The meta-analysis also aimed to identify the moderators of the relationship. A total of 39 original studies, involving 9,560 teachers was included in the meta-analysis. To identify the moderators, the study applied meta-regression procedure. The results supported the expectation that mastery experience positively influences teacher self-efficacy. In addition, differences in research design, school level, and culture impacted the variability of the relationship.

Teacher self-efficacy and students’ ratings

2018 ◽  
Vol 32 (3) ◽  
pp. 498-510 ◽  
Author(s):  
Smadar Lev ◽  
Moshe Tatar ◽  
Meni Koslowsky
Keyword(s):  
Student Performance ◽  
Self Efficacy ◽  
School Teacher ◽  
Empirical Work ◽  
School Level ◽  
Future Research ◽  
Teacher Role ◽  
Content Type ◽  
Teacher Self Efficacy ◽  
The Relationship

Purpose Extensive theoretical and empirical work has yielded abundant knowledge regarding teacher self-efficacy (TSE). Recent research has found significant correlations between TSE and students’ ratings, as an indicator for teaching effectiveness. The purpose of this paper is to test the relationship between TSE and students’ ratings of their school teacher (SRST) in the context of school level and teacher role. Design/methodology/approach Data were collected from 111 teachers and their 2,490 students attending junior- and senior-high schools. Teachers reported on their personal efficacy beliefs at the beginning of the school year, whereas students rated their teachers at the end of the year. Findings Teacher role and school level moderated the relationship between STE and SRST: the relationship between TSE and SRST is higher among homeroom classes than subject matter classes, and among junior high classes as compared to senior high classes. Research limitations/implications The research is based on small number of classes, which precluded more sophisticated analyses. Future research should consider additional personal and/or contextual variables to better understand the association between teacher and students perceptions. Originality/value This study is a first exploration of the ways teachers perceive their ability to enhance student performance vis-à-vis their students’ views of their teaching functioning.

A Meta Analytic Review of the Relationship between Emotional Intelligence and Leadership Effectiveness

2019 ◽  
Vol 118 (9) ◽  
pp. 118-126
Author(s):  
Augusty P. A ◽  
Jain Mathew
Keyword(s):  
Systematic Review ◽  
Emotional Intelligence ◽  
Direct Relationship ◽  
Effective Leadership ◽  
Leadership Effectiveness ◽  
Meta Analysis ◽  
Correlation Coefficients ◽  
Review Of Literature ◽  
Analytic Review ◽  
The Relationship

The study evaluates the relationship between Emotional Intelligence and Leadership Effectiveness through a Systematic Review of Literature. The relationship has been evaluated in two steps. First, a Systematic review of literature was done to provide a theoretical framework to link the dimensions of Emotional Intelligence to the elements of effective leadership. Meta-analysis was then used to consolidate empirical evidence of the relationship. The studies for the meta-analysis were sourced from Pro Quest and EBSCO and the correlation coefficients of the studies were analysed. Only articles that presented the direct relationship between the variables were included in the study. The results of the analysis revealed a strong, statistically significant relationship between emotional intelligence and effective leadership. The findings of the study provide evidence for the proposition that Emotional Intelligence and Leadership Effectiveness are interrelated.

Systematic review and meta-analysis of Altruistic and Game-playing Love

2020 ◽  
Author(s):  
Hossein Dabiriyan Tehrani ◽  
Sara Yamini
Keyword(s):  
Systematic Review ◽  
Subgroup Analysis ◽  
Meta Analysis ◽  
Game Playing ◽  
Love Styles ◽  
Collectivistic Culture ◽  
Meta Regression ◽  
Collectivistic Cultures ◽  
The Relationship

This systematic review aimed to find attitudes toward Altruistic and Game-playing love styles across individualistic and collectivistic cultures. Addressing major moderators concerning Altruistic and Game-playing love styles are the secondary objectives of this review. This review included 102 articles comprising samples from 37 countries (N = 41997). The findings of this meta-analysis show that there is a collectivistic and individualistic difference in Game-playing but not in the Altruistic love style. Collectivistic and individualistic cultures, on average, demonstrate the same perception concerning the Altruistic love style, whereas collectivistic culture shows the Game-playing love style more strongly. To explain the role of moderators in key measures, the subgroup analysis and meta-regression show that both Game-playing and Altruistic love styles decline by increasing the length of the relationship. Likewise, having children affects these love styles such that the Altruistic love style is improved, and the Game-playing love style is reduced by the presence of children in families.

Career Adaptability and Career Decision Self-Efficacy: Meta-Analysis

2021 ◽  
pp. 089484532110124
Author(s):  
Graham B. Stead ◽  
Lindsey M. LaVeck ◽  
Sandra M. Hurtado Rúa
Keyword(s):  
Self Efficacy ◽  
Total Population ◽  
Meta Analysis ◽  
Career Decision ◽  
Decision Making Process ◽  
Career Adaptability ◽  
Efficacy Measures ◽  
Meta Analyses ◽  
Career Research ◽  
The Relationship

The relationship between career adaptability and career decision self-efficacy was examined due to its importance for clients in the career development and career decision-making process. Multivariate meta-analyses using 18 studies with a total population of 6,339 participants were employed. Moderator variables important to this relationship were country of participants, mean age, and career adaptability measures. Estimated correlations between career adaptability subscales and career decision self-efficacy measures ranged from .36 to .44. Findings are discussed in relation to career research and counseling.

A Meta-Analytic Review of the Relationship Between Learning Organization and Organizational Performance and Employee Attitudes: Using the Dimensions of Learning Organization Questionnaire

2021 ◽  
pp. 153448432098736
Author(s):  
Boreum Ju ◽  
Yunsoo Lee ◽  
Sunyoung Park ◽  
Seung Won Yoon
Keyword(s):  
Organizational Performance ◽  
National Culture ◽  
Learning Organization ◽  
Meta Analysis ◽  
Negative Relationship ◽  
Employee Attitudes ◽  
Future Research ◽  
Analytic Review ◽  
Dimensions Of Learning ◽  
The Relationship

The purpose of this meta-analysis study is to examine the correlations between the Dimensions of Learning Organization Questionnaire (DLOQ) and frequently examined outcomes including organizational performance and employee attitudes. Positive relationships were found between the DLOQ and organizational performance (e.g., financial, knowledge, and innovative performance) and employee attitudes (e.g., organizational commitment and job satisfaction) and the sub-dimensions (e.g., affective, continuance, and normative commitment), with a notable exception of a negative relationship between the DLOQ and turnover. Because the DLOQ has been used in many countries over the years, this study also examined the influence of national culture on the outcomes. Power distance moderated the relationship between the learning organization and overall organizational performance. Our meta-analytic review makes substantive contributions to the literature on the learning organization concept and the study of national culture as a significant moderator. Implications of these findings and suggestions for future research are discussed.

Psychological Empowerment and Job Satisfaction: A Meta-analytic Review

2021 ◽  
pp. 097226292199435
Author(s):  
Jain Mathew ◽  
Sridevi Nair
Keyword(s):  
Systematic Review ◽  
Job Satisfaction ◽  
Psychological Empowerment ◽  
Meta Analysis ◽  
Direct Relation ◽  
Review Of Literature ◽  
Organizational Settings ◽  
Analytic Review ◽  
The Relationship ◽  
Intervening Variables

Studies in the area of psychological empowerment have been on the rise since early 1990s. Given the large amount of information available, the researchers aim to consolidate findings, in order to arrive at a deeper understanding of the concept and its relation to job satisfaction of employees in organizations. The researchers have identified 50 studies, set in varied cultural and organizational settings. The data from these studies form the basis of the analysis in this paper. A meta-analysis of the findings of the chosen studies was conducted. This is followed by a systematic review of literature, to identify a few probable intervening variables that modify the relationship. The findings of the analysis suggest that the direct relation between psychological empowerment and job satisfaction is positive, strong and statistically significant. The study supports the validity of one of the earliest models explaining the relation. The paper establishes that the direct relation between psychological empowerment and job satisfaction is strong, positive and significant. The variations in the strength of the relationship is due to the presence of certain intervening variables like culture, age, educational qualification and experience.

Intergroup Threat and Outgroup Attitudes: A Meta-Analytic Review

2006 ◽  
Vol 10 (4) ◽  
pp. 336-353 ◽  
Author(s):  
Blake M. Riek ◽  
Eric W. Mania ◽  
Samuel L. Gaertner
Keyword(s):  
Meta Analysis ◽  
Intergroup Threat ◽  
Negative Stereotypes ◽  
Future Directions ◽  
Intergroup Anxiety ◽  
Analytic Review ◽  
Integrated Approaches ◽  
The Relationship ◽  
Group Esteem ◽  
Threat Theory

This article examines the relationship between intergroup threat and negative outgroup attitudes. We first qualitatively review the intergroup threat literature, describing the shift from competing theories toward more integrated approaches, such as the integrated threat theory (ITT; W. G. Stephan & Stephan, 2000). The types of threats discussed include: realistic threat, symbolic threat, intergroup anxiety, negative stereotypes, group esteem threat, and distinctiveness threat. We then conducted a quantitative meta-analysis examining the relationships between various intergroup threats and outgroup attitudes. The meta-analysis, involving 95 samples, revealed that 5 different threat types had a positive relationship with negative outgroup attitudes. Additionally, outgroup status moderated some of these relationships. Implications and future directions are considered.

scholarly journals Using avatars to address teacher self-efficacy

2021 ◽  
Vol 5 (1) ◽  
pp. 15-35
Author(s):  
Chancey Bosch ◽  
Trevor Ellis
Keyword(s):  
Teacher Education ◽  
Classroom Management ◽  
Student Teaching ◽  
Self Efficacy ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Technology Enhanced Learning ◽  
Teacher Self Efficacy ◽  
The Relationship ◽  
Enhanced Learning

Technology-enhanced learning continues to provide opportunities for increased interventions in educational programing. For teacher education programs, novelty pales in comparison to providing meaningful instruction and enduring outcomes. The use of avatars has provided integration of research evidence that increases intended behaviors; however, research is lacking on teacher self-efficacy change via an avatar experience. The purpose of this study is to examine the relationship between teacher self-efficacy and avatar use in a teacher education program. A relational study using both parametric and non-parametric designs for four different samples indicated a significant relationship between avatar intervention and teacher self-efficacy in classroom management, instructional strategies, and student engagement. The sample from a student teaching course, which had a limited number of participants, provided mixed results. More studies need to include experimental designs and isolation of variabilities in the avatar model.

scholarly journals Meta-analysis of the relationship between teachers’ self-efficacy and attitudes toward inclusive education

2022 ◽  
Vol 109 ◽  
pp. 103521
Author(s):  
Akie Yada ◽  
Markku Leskinen ◽  
Hannu Savolainen ◽  
Susanne Schwab
Keyword(s):  
Inclusive Education ◽  
Self Efficacy ◽  
Meta Analysis ◽  
The Relationship

Self-efficacy and continuance intention of Web 2.0 platforms: a meta-analysis

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Zheshi Bao ◽  
Bo Shang
Keyword(s):  
Web 2.0 ◽  
Self Efficacy ◽  
Meta Analysis ◽  
Continuance Intention ◽  
Content Type ◽  
Moderating Variables ◽  
Quantitative Measurements ◽  
And Gender ◽  
The Relationship

PurposeAlthough many studies show that self-efficacy and continuance intention of Web 2.0 platforms are positively and significant correlated, others reveal some different findings. To clarify this line of research, this study further investigates the effect of self-efficacy on continuance intention and meanwhile examines some moderating variables in this process.Design/methodology/approachA meta-analysis method was employed to examine the literature containing quantitative measurements of both self-efficacy and continuance intention of Web 2.0 platforms. A total of 31 effects sizes (N = 9,084) were reviewed.FindingsThe results indicate medium-sized positive correlation between self-efficacy and continuance intention of Web 2.0 platforms. Further moderation analysis shows that such medium-sized link differed across measures of Web 2.0 platform types, target respondent differences and gender of participants. Specifically, this correlation is largest for transaction-socialization platforms and smallest for experience-socialization platforms. For university-student respondents, the role of self-efficacy in affecting continuance intention is less important than general members of Web 2.0 platforms. Finally, as the percentage of female participants increases, a weaker effect size will be observed.Originality/valueThis study clarifies empirical research regarding users' self-efficacy and their continuance intention. Meanwhile, sources of inter-study variability have been identified by addressing moderator variables in the relationship between self-efficacy and continuance intention of Web 2.0 platforms, which provides directions for future explorations in this area.

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