scholarly journals Exploring the Relationship Among Teacher Emotional Intelligence, Work Engagement, Teacher Self-Efficacy, and Student Academic Achievement: A Moderated Mediation Model

2022 ◽  
Vol 12 ◽  
Author(s):  
Li Wang
Keyword(s):  
Academic Achievement ◽  
Work Engagement ◽  
Self Efficacy ◽  
Positive Impact ◽  
Moderated Mediation ◽  
Student Academic Achievement ◽  
Moderated Mediation Model ◽  
Teacher Work ◽  
Teacher Self Efficacy ◽  
The Relationship

In recent years, many studies have been done to identify the factors that affect teacher emotions at schools. However, the empirical evidence on how teachers’ emotions influence students’ outcomes and performance is not extensive. Against this background, this study explored the correlation between teacher EI and student academic achievement and possible mechanisms may lie in this relationship. A sample of 365 Chinese teachers from 25 public middle schools participated in this study by completing measurements of teacher EI, teacher work engagement, and teacher self-efficacy. The student academic achievement was assessed by the grades of the previous term (February to June 2020) reported by the students. The results indicated that teacher work engagement partially mediated the path from teacher EI and student academic achievement. Moderated mediation further showed that teachers with high self-efficacy had a more significant positive impact on the relationship between teacher work engagement and student academic achievement than teachers with low self-efficacy. The limitations of this study were also discussed.

Perceived Family and Friend Support Moderate Pathways From Peer Victimization to Substance Use in Early-Adolescent Girls and Boys: A Moderated-Mediation Analysis

2020 ◽  
Vol 41 (1) ◽  
pp. 128-166 ◽  
Author(s):  
Anna Vannucci ◽  
Tessa R. Fagle ◽  
Emily G. Simpson ◽  
Christine McCauley Ohannessian
Keyword(s):  
Academic Achievement ◽  
Gender Differences ◽  
Substance Use ◽  
Depressive Symptoms ◽  
Peer Victimization ◽  
Moderated Mediation ◽  
Mediation Model ◽  
Friend Support ◽  
Moderated Mediation Model ◽  
The Relationship

This study examined gender differences in a moderated-mediation model examining whether perceived social support moderated depressive symptom and academic achievement mediation pathways from peer victimization to substance use among 1,334 U.S. early adolescents (11-14 years, 50% girls, 51% White). Surveys were administered in schools at three 6-month intervals. Multiple group analyses suggested that the moderated-mediation model differed for boys and girls. Indirect effects suggested that declines in academic achievement mediated the relationship between peer victimization and substance use for girls and boys, while elevated depressive symptoms mediated this relationship for girls only. Higher family and friend support attenuated the relationship between overt victimization and academic achievement for boys and between relational victimization and depressive symptoms for girls. These findings implicate two risk pathways that account for why peer victimization enhances substance use risk and emphasize the importance of perceived support following peer victimization during early adolescence. Gender differences require replication.

scholarly journals Impact of Teacher Self-Efficacy on Secondary School Students’ Academic Achievement

2017 ◽  
Vol 4 (1) ◽  
pp. 48 ◽  
Author(s):  
Khurram Shahzad ◽  
Sajida Naureen
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Human Performance ◽  
Positive Impact ◽  
Pearson Correlation ◽  
School Students ◽  
Teacher Self Efficacy ◽  
The Impact

<p>The study of self-efficacy and its impact on human performance has intrigued many scholars during the last two decades, for example, Clayson and Sheffet, 2006; Nauta, 2004; Muijsand Rejnolds 2001; Bandura, 1997 and Soodak and Podell, 1993. This study was conducted with the objective to find out the impact ofteacher self-efficacy on the secondary school students’ academic achievement. For this purpose, sixty (60) secondary school teachers and a hundred (100) secondary school students in Chiltan Town of Quetta city were randomly selected. To collect the data, teacher self-efficacy questionnaire for teachers was used and to measure students’ academic achievement a test was developed. Data were analyzed through Pearson Correlation and Multiple Regressions. The findings of the study revealed that teacher self-efficacy has a positive impact on the students’ academic achievement. The results of the study and their pedagogical implications have been discussed, and recommendations have been provided for further researches.</p>

scholarly journals Influence of the Principal’s Digital Leadership on the Reflective Practices of Vocational Teachers Mediated by Trust, Self Efficacy, and Work Engagement

2020 ◽  
Vol 19 (11) ◽  
pp. 24-40
Author(s):  
Rini Agustina ◽  
Waras Kamdi ◽  
Syamsul Hadi ◽  
Muladi Muladi ◽  
Didik Nurhadi
Keyword(s):  
Work Engagement ◽  
Learning Process ◽  
Self Efficacy ◽  
Positive Impact ◽  
Sampling Technique ◽  
Reflective Practices ◽  
Vocational Teachers ◽  
Vocational High School ◽  
Indirect Relationship ◽  
The Relationship

This study aims to determine the effect of the principal's digital leadership on vocational teachers' reflection practice, mediated by the variables of trust, self-efficacy, and work involvement. This study uses path analysis with modeling using SEM (AMOS). The sample of this research is 637 (N=340 females and N=297 males) vocational high school teachers in Malang Raya, East Java, Indonesia. The researchers have used a purposive random sampling technique to meet the objectives of this research. The investigators have used a 86 item questionnaire to collect data on the studied variables. Based on the fit model's estimation, there is a direct and indirect relationship between the five variables used. The variables of trust, self-efficacy, and job involvement contributed significantly to intervening variables. It can be concluded that the moderating variable strengthens the framework for the relationship between digital leadership and teacher reflective practices. The new relationship formed is a direct contribution of digital leadership to work engagement with a magnitude of 0.120 and a direct relationship made between digital leadership and the reflective practice of teachers of 0.168. This relationship has a positive impact on teacher actions. These results indicate that the teacher appreciates the Principal's leadership, who both supports facilitates the learning process in using technology in the learning process. Moreover, teachers feel motivated and excited to reflect on their learning because of the leaders who have digital characters. The teacher considered leaders with digital personalities more open and tended to free them to manage the class.

Linking empowerment, engagement, communication and organizational health: Moderated mediation model

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Anupama Singh
Keyword(s):  
Organizational Communication ◽  
Work Engagement ◽  
Psychological Empowerment ◽  
Moderated Mediation ◽  
Organizational Health ◽  
Mediating Effect ◽  
Mediation Model ◽  
Content Type ◽  
Moderated Mediation Model ◽  
The Relationship

Purpose This paper aims to examine the factors that mediate and moderate the relationship between psychological empowerment and organizational health. Specifically, work engagement is posited to mediate the relationship between psychological empowerment and organizational health and organizational communication to moderate the relationship between psychological empowerment and work engagement. Design/methodology/approach Data were collected from 524 scientists belonging to 10 laboratories of CSIR – an Indian R&D organization. For statistical analysis of moderated-mediation model, hierarchical multiple regression and process macro for SPSS was used. Findings Results revealed that work engagement was found to mediate the positive relationship between psychological empowerment and organizational health and organizational communication moderated the influence of psychological empowerment on work engagement. Results of moderated-mediation revealed that mediation of work engagement was moderated by organizational communication such that at higher levels of communication, the mediating effect of work engagement became stronger. Originality/value This study extends the understanding of the organizational health concept by studying the mediating effect of work engagement being moderated by organizational communication and its subsequent impact on organizational health.

scholarly journals HUBUNGAN SELF-EFFICACY DAN SIKAP POSITIF TERHADAP PRESTASI AKADEMIK SISWA SMK NEGERI 1 SIPIROK

2017 ◽  
Vol 3 (1) ◽  
pp. 22-29
Author(s):  
Yulia Anita Siregar ◽  
Sukatno Sukatno
Keyword(s):  
Academic Achievement ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Positive Attitude ◽  
Behavioral Changes ◽  
Cognitive Domain ◽  
Student Academic Achievement ◽  
Descriptive Research ◽  
Correlational Approach ◽  
The Relationship

Self-efficacy is a person's feelings, ways of thinking, self-motivation, and desire to have something, while a positive attitude means in the learning process students have a tendency to accept or reject a concept or idea, if not in accordance with his mind. Students can think and be positive if if a learning can provide real benefits for life. While the academic achievement is the result of behavioral changes that include the cognitive domain, affective domain and psychomotor domain which is a measure of student success after being given treatment or learning. This research was conducted at SMK Negeri 1 Sipirok. This study uses descriptive research method with correlational approach with the aim to know whether there is a significant relationship between self-efficacy and positive attitude toward student academic achievement. Based on the research that has been done, the research results found that there is a significant relationship between self-efficacy and positive attitude of students to the academic achievement in SMK Negeri 1 Sipirok Tapanuli Selatan but the relationship is not showing increase or decrease so it can be said academic achievement is not important enough in pushing self-efficacy and positive attitude of students.

Peer Victimization and Anxiety in Youth: A Moderated Mediation of Peer Perceptions and Social Self-Efficacy

2020 ◽  
pp. 082957352095104
Author(s):  
Purcell Victoira L. ◽  
Jac J. W. Andrews ◽  
David Nordstokke
Keyword(s):  
Peer Victimization ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Moderated Mediation ◽  
Mediation Process ◽  
Social Self ◽  
Cognitive Mechanisms ◽  
Peer Perceptions ◽  
Moderated Mediation Model ◽  
The Relationship

The central objective of the study was to investigate a moderated mediation model addressing social cognitive mechanisms that account for the association between peer victimization and anxiety. A sample of 81 youth ( M age = 12.78, SD = 0.88) completed questionnaires assessing peer victimization, anxiety, social self-efficacy, and peer perceptions. Reports of peer victimization were associated with anxiety symptoms. Moreover, social self-efficacy partially mediated the relationship between peer victimization and anxiety. Lastly, the perception of school peers moderated the mediation process between peer victimization and anxiety via social self-efficacy. These findings suggest that social contextual variables (e.g., peer victimization and perception of school peers) and negative self-evaluations (e.g., social self-efficacy) are risk factors for anxiety symptom severity in youth. Limitations and practical implications were discussed.

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