A Teacher Efficacy Scale for Teacher-Student Relations and Elementary Students' Classroom Engagement, Interest, and Academic Self-efficacy

2018 ◽  
Vol 24 (1) ◽  
pp. 31-56
Author(s):  
Soonkoo Kwon
Keyword(s):  
Teacher Efficacy ◽  
Elementary Students ◽  
Self Efficacy ◽  
Classroom Engagement ◽  
Teacher Student ◽  
Academic Self Efficacy

scholarly journals Proactive Personality and Academic Engagement: The Mediating Effects of Teacher-Student Relationships and Academic Self-Efficacy

2021 ◽  
Vol 12 ◽  
Author(s):  
Peiyao Chen ◽  
Chenye Bao ◽  
Qiyang Gao
Keyword(s):  
Self Efficacy ◽  
Academic Engagement ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Proactive Personality ◽  
Academic Learning ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Academic Self Efficacy

A proactive personality provides students with strong competitiveness in academic learning. However, previous research primarily focused on the effects of the big five facets, and less attention was paid to proactive personality which shows more incremental validity in learning. The current study aimed to investigate the relationship between proactive personality and academic engagement. The sample consisted of 519 students (245 females, 274 males; Mage = 10.20, SD = 0.891). The study used Mplus 7.0 software to establish structural equation models (SEM). The results showed a significant positive relationship between proactive personality and academic engagement. Teacher-student relationships and academic self-efficacy were found to fully mediate separately between proactive personality and academic engagement. Moreover, the serial mediator model indicated that proactive personality was sequentially related to academic engagement through teacher-student relationships and academic self-efficacy. The implications for learning and teaching are discussed.

scholarly journals Teacher's Emotional Support and Math Performance: The Chain Mediating Effect of Academic Self-Efficacy and Math Behavioral Engagement

2021 ◽  
Vol 12 ◽  
Author(s):  
Yanfei Yang ◽  
Guangzheng Li ◽  
Zhanguo Su ◽  
Yuan Yuan
Keyword(s):  
Middle School ◽  
Emotional Support ◽  
Self Efficacy ◽  
Student Interaction ◽  
Math Performance ◽  
Behavioral Engagement ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
The Relationship ◽  
Academic Self Efficacy

Positive teacher-student interaction can exert a positive influence on student engagement and math performance. As an important part of teacher-student interaction, emotional support of a teacher plays an indispensable role in the math performance of junior middle school and elementary school students. This study aimed to explore the effects of teacher's emotional support on math performance, and examine the mediating role of academic self-efficacy and math behavioral engagement. A total of 1,294 students in grades 3–5 and 7–8 from 14 junior middle and primary schools in China took part in the web-based survey. Results showed the following: (1) academic self-efficacy mediated the relationship between teacher's emotional support and math performance of Chinese primary and middle school boys and girls; math behavioral engagement mediated the relationship between teacher's emotional support and math performance of Chinese primary and middle school boys and girls; (2) The relationship between teacher's emotional support and math performance of Chinese junior middle school boys and girls was mediated by the chain of academic self-efficacy and math behavioral engagement.

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