The relationship between teacher efficacy and students' academic achievement: A meta-analysis

2018 ◽  
Vol 46 (4) ◽  
pp. 529-540 ◽  
Author(s):  
Kyung Ryung Kim ◽  
Eun Hee Seo
Keyword(s):  
Academic Achievement ◽  
Teacher Efficacy ◽  
Classroom Management ◽  
Meta Analysis ◽  
Teaching Experience ◽  
Student Academic Achievement ◽  
Years Of Teaching Experience ◽  
Efficacy Measures ◽  
The Mean ◽  
The Relationship

We conducted a meta-analysis by synthesizing the results of 16 studies involving 4,130 teachers to explore whether or not the relationship between teacher efficacy and students' academic achievement was influenced by the scale used to measure teacher efficacy, and/or by the subfactors of teacher efficacy, length of teaching experience, location of the school, or the students' educational level. The results showed that the mean relationship between teacher efficacy and students' academic achievement was significant but the effect size was small. The results also indicated that the relationship was influenced by some teacher efficacy measures and subfactors, and by length of teaching experience. In studies in which the measure used was Gibson and Dembo's scale, in regard to classroom management, and in the case of teachers with fewer than 11 years of teaching experience, the relationship between teacher efficacy and student academic achievement was nonsignificant.

Connecting language proficiency to teaching ability: A meta-analysis

2019 ◽  
pp. 136216881986866 ◽  
Author(s):  
Farahnaz Faez ◽  
Michael Karas ◽  
Takumi Uchihara
Keyword(s):  
Classroom Management ◽  
Language Proficiency ◽  
Self Efficacy ◽  
English Language ◽  
Meta Analysis ◽  
Teaching Experience ◽  
Combining Data ◽  
Teaching Ability ◽  
The Relationship

Most English language teachers around the world speak English as an additional language, and their level of English proficiency is often a matter of concern for them and their employers who associate higher levels of language proficiency with more effective teaching skills. To this end, several studies have examined the relationship between language proficiency and teachers’ beliefs about their pedagogical capabilities, commonly known as self-efficacy. While generally studies show a positive relationship between language proficiency and self-perceived teaching ability, findings regarding the strength of the relationship, the role of specific language skills (e.g. speaking, listening), and how they interact with different teaching abilities (e.g. classroom management) are inconsistent. By combining data from 19 studies, this meta-analytic study examined the relationship between language proficiency and teaching self-efficacy and analysed the role of various moderators such as teaching degree, teaching experience, and type of self-efficacy/proficiency measures. Findings reveal a moderate relationship ( r = .37) between language proficiency and teaching self-efficacy, with some moderator variables showing significant differences across correlations. The results indicate that only a small percentage of the variance in self-efficacy can be accounted for by teachers’ language proficiency, suggesting that while language proficiency is important, there is more to self-efficacy than just language proficiency.

Investigation of Online Learning Satisfaction During COVID 19: In Relation to Academic Achievement

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Abdul Basith ◽  
Rosmaiyadi Rosmaiyadi ◽  
Susan Neni Triani ◽  
Fitri Fitri
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
Random Sampling ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Research Data ◽  
Student Academic Achievement ◽  
Learning Satisfaction ◽  
High Level ◽  
The Relationship

The aim of this research is; 1) investigating the level of online learning satisfaction among students during COVID 19; 2) analyzing the influence of differences in gender, years of study, major in determining online learning satisfaction among students during COVID 19; 3) to analyze the relationship between online learning satisfaction and student academic achievement during COVID 19. The population was 656 students at STKIP Singkawang, and then a sample of 357 students (87 males and 270 females) was taken using a simple random sampling technique. The instrument in this study was adapted from Aman's Satisfaction instrument, which was then used to collect research data. Data analysis using SPSS with descriptive statistical techniques, MANOVA, and correlation. The results showed that online learning satisfaction was at a high level, meaning that students were satisfied with the online learning that had been implemented. The major differences have a significant effect on determining online learning satisfaction. Intercorrelation shows that there is a significant relationship on each indicator of online learning satisfaction with academic achievement, meaning that the higher the satisfaction felt by students in online learning, the student's academic achievement will increase.

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.

scholarly journals Relationship Between Salivary Nitric Oxide Concentration and Dental Caries in Children: A Systematic Review and Meta-Analysis

2020 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Nadia Elyassi ◽  
Ali Malekzadeh Shafaroudi ◽  
Pegah Nasiri ◽  
Mahmood Moosazadeh ◽  
Azam Nahvi
Keyword(s):  
Nitric Oxide ◽  
Nitrous Oxide ◽  
Dental Caries ◽  
Meta Analysis ◽  
Control Group ◽  
Analysis Study ◽  
Oxide Concentration ◽  
The Mean ◽  
The Relationship ◽  
Nitrous Oxide Concentration

Context: Conflicting results have been reported in the literature concerning the relationship between salivary nitrous oxide concentration and dental caries in children. Metaanalysis studies aim to combine different studies and reduce the difference between the parameters by increasing the number of studies involved in the analysis process. Objectives: Accordingly, this meta-analysis study aimed at determining the relationship between salivary nitrous oxide concentration and dental caries in children. Methods: Databases were searched using the keywords “nitric oxide”, “salivary”, “Caries”, “DMFT Index”, “children”, “early childhood caries” and OR, AND and NOT operators. Quality assessment was then performed based on the Newcastle-Ottawa scale (NOS) checklist. The standardized mean difference (SMD) of DMFT, dmft, and salivary nitric oxide (NO) concentration was estimated. Results: Seven studies made a comparison between the mean salivary NO concentration in children with dental caries and that in the control group. In four studies, the mean salivary NO concentration in children with dental caries was lower, as compared to that in the control group. This difference was significant in all four studies. Also, the mean standardized difference of the salivary NO index was also estimated to be -0.11 (CI 95%: -1.77, 1.55). Conclusions: This meta-analysis study demonstrated that salivary NO concentration was not significantly related to dental caries. Moreover, since salivary NO concentration is affected by various factors, it is not sufficient to determine the likelihood of the incidence of caries.

Yemeni EFL Student Teachers’ Moral Intelligence and its Relationship to their Academic Achievement: الذكاء الأخلاقي للطلاب اليمنيين الدارسين للغة الإنجليزية كلغة أجنبية وعلاقته بأدائهم الأكاديمي

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Mohammad Abdu Ahmed Al-Mekhlafi
Keyword(s):  
Academic Achievement ◽  
Student Teachers ◽  
Male Student ◽  
College Of Education ◽  
Low Achievers ◽  
Teacher Preparation Program ◽  
The Mean ◽  
Moral Intelligence ◽  
High Degree ◽  
The Relationship

This corelational study aimed at investigating the relationship between the moral intelligence of a group of Yemeni EFL student teachers and their academic achievement. It also aimed at finding out any statistically significant differences between the moral intelligence of the student teachers who are categorized into high and low achievers. One hundred and twelve Yemeni EFL student teachers of a third level in the teacher preparation program at the Department of English in the College of Education at Sana’a University in Yemen participated in this study. Their ages ranged between 21 and 25 years. Data were collected using a literature-based questionnaire. The results of this study show that the mean of the ten categories of the moral intelligence is 4.02 (80.4%) indicating a high degree of moral intelligence. The results show that there is no statistically significant differencesat the 0.05 level between the moral intelligence and academic achievement in the Morphology and Syntax course. The results also indicate that there are no statistically significant differences at the level of 0.05 between high and low achievers on nine categories of the moral intelligence. Furthermore, the results indicate that there are no statistically significant differences at the level of 0.05 between female and male student teachers on nine categories of the moral intelligence, namely: Faith, Honesty, Integrity, Courage, Discipline, Responsibility, Service, Kindness and Courtesy. The study findings confirm the previous studies and present some suggestions for further research.

Relationships between student engagement and academic achievement: A meta-analysis

2018 ◽  
Vol 46 (3) ◽  
pp. 517-528 ◽  
Author(s):  
Hao Lei ◽  
Yunhuo Cui ◽  
Wenye Zhou
Keyword(s):  
Academic Achievement ◽  
Student Engagement ◽  
Meta Analysis ◽  
Cognitive Engagement ◽  
Conclusive Evidence ◽  
Cultural Value ◽  
Positive Correlation ◽  
And Gender ◽  
Almost All ◽  
The Relationship

Most scholars have argued that student engagement positively predicts academic achievement, but some have challenged this view. We sought to resolve this debate by offering conclusive evidence through a meta-analysis of 69 independent studies (196,473 participants). The results revealed that (a) there was a moderately strong and positive correlation between overall student engagement and academic achievement, and an analysis of the domains of behavioral, emotional, and cognitive engagement showed that almost all had a positive correlation with students' academic achievement; and (b) a moderator analysis revealed that the relationship between student engagement and academic achievement was influenced by the method of reporting engagement, cultural value, and gender. Furthermore, the relationships of behavioral, emotional, and cognitive engagement with academic achievement were influenced by reporting method for engagement, cultural value, or gender.

The Effects of Teachers’ Characteristics on Placement Recommendations for Students with Visual Impairments

1998 ◽  
Vol 92 (7) ◽  
pp. 491-502 ◽  
Author(s):  
Young-il Kim ◽  
Anne L. Corn
Keyword(s):  
Case Report ◽  
Teacher Efficacy ◽  
Visual Impairments ◽  
Teaching Efficacy ◽  
Teaching Experience ◽  
Job Placement ◽  
Hypothetical Case ◽  
Years Of Teaching Experience ◽  
Specific Setting ◽  
Community Teaching

This article reports on a study of 116 certified teachers of students with visual impairments who responded to a questionnaire containing a teacher-efficacy scale, a hypothetical case report, and questions about the teachers. The study found that a teacher's current job placement was the most distinctive teacher variable affecting the teacher's placement recommendations for students. Other teacher variables that influenced these recommenations were type of community, teaching efficacy, and years of teaching experience in a specific setting.

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