Do teachers’ perceived teaching competence and self-efficacy affect students’ academic outcomes? A closer look at student-reported classroom processes and outcomes

2021 ◽  
pp. 1-18
Author(s):  
Fani Lauermann ◽  
Inga ten Hagen
Keyword(s):  
Academic Outcomes ◽  
Self Efficacy ◽  
Teaching Competence ◽  
Classroom Processes

Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation.

1991 ◽  
Vol 38 (1) ◽  
pp. 30-38 ◽  
Author(s):  
Karen D. Multon ◽  
Steven D. Brown ◽  
Robert W. Lent
Keyword(s):  
Academic Outcomes ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Analytic Investigation

Some stress is good stress: The challenge-hindrance framework, academic self-efficacy, and academic outcomes.

2020 ◽  
Vol 112 (8) ◽  
pp. 1632-1643
Author(s):  
Justin Travis ◽  
Alyssa Kaszycki ◽  
Michael Geden ◽  
James Bunde
Keyword(s):  
Academic Outcomes ◽  
Self Efficacy ◽  
Academic Self Efficacy

Examining Psychosocial Impacts on Academic Performance

2010 ◽  
Vol 38 (7) ◽  
pp. 969-978
Author(s):  
Shyh-Hwang Lee ◽  
Ching-Yaw Chen ◽  
Keomony Sok
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Academic Outcomes ◽  
Self Efficacy ◽  
Current Understanding ◽  
Full Time ◽  
Learning Behavior ◽  
Psychosocial Impacts ◽  
Home And School ◽  
Interpersonal Level

The researchers aimed to extend the current understanding of the relationships between the psychological and sociological variables by examining how the combined, integrated set of these two theories is related to the academic achievement of full-time undergraduates in a university. The intrapersonal level refers to students' learning behavior that is created by self-efficacy and expectation to succeed, the interpersonal level includes the influences from home and school on academic performance. We gained mixed results for these two levels and their impacts on academic performance. Better academic outcomes can be expected only when we further understand the extent of these impacts.

scholarly journals Examining the Relationship Between Psychosocial and Academic Outcomes in Higher Education: A Descriptive Analysis

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110269
Author(s):  
Elise Swanson ◽  
Tatiana Melguizo ◽  
Paco Martorell
Keyword(s):  
Low Income ◽  
Academic Outcomes ◽  
Self Efficacy ◽  
Sense Of Belonging ◽  
Psychosocial Outcomes ◽  
Public Institution ◽  
Grade Point ◽  
Entering Students ◽  
The Relationship ◽  
Academic Self Efficacy

This article estimates the relationship between students’ psychosocial and academic outcomes during their first 3 years enrolled at public, 4-year institutions. Our sample comprises students from low-income backgrounds who applied for a competitive scholarship and enrolled at a 4-year public institution. We follow two cohorts of entering students throughout their first 3 years on campus. We observe their cumulative grade point average and persistence decisions each semester, and have annual measures of four psychosocial outcomes: mattering to campus, sense of belonging to campus, academic self-efficacy, and social self-efficacy. We find that psychosocial outcomes are moderately predictive of academic outcomes, with sense of belonging and academic self-efficacy emerging as most predictive of both cumulative grade point avaerage and persistence.

scholarly journals Employing the EPEC Hierarchy of Conditions (Version II) To Evaluate the Effectiveness of Using Synchronous Technologies with Multi-Location Student Cohorts in the Tertiary Education Setting

2017 ◽  
Vol 18 (3) ◽  
Author(s):  
Michelle Jean Eady ◽  
Stuart Woodcock ◽  
Ashley Sisco
Keyword(s):  
Online Learning ◽  
Self Efficacy ◽  
Tertiary Education ◽  
Learning Experience ◽  
Ease Of Use ◽  
Group Model ◽  
Learning And Teaching ◽  
Safe Environment ◽  
Teaching Competence ◽  
E Learning

<p class="3">As e-learning maintains its popularity worldwide, and university enrolments continue to rise, online tertiary level coursework is increasingly being designed for groups of distributed learners, as opposed to individual students. Many institutions struggle with incorporating all facets of online learning and teaching capabilities with the range and variety of software tools available to them. This study used the EPEC Hierarchy of Conditions (ease of use, psychologically safe environment, e-learning self-efficacy, and competence) for E-Learning/E-Teaching Competence (Version II) to investigate the effectiveness of an online synchronous platform to train pre-service teachers studying in groups at multiple distance locations called satellite campuses. The study included 58 pre-service teachers: 14 who were online using individual computers and 44 joining online, sitting physically together in groups, at various locations. Students completed a survey at the conclusion of the coursework and data were analyzed using a mixed methods approach.</p><p class="3">This study’s findings support the EPEC model applied in this context, which holds that success with e-learning and e-teaching is dependent on four preconditions: 1) ease of use, 2) psychologically safe environment, 3) e-learning self-efficacy, and 4) competency. However, the results also suggest two other factors that impact the success of the online learning experience when working with various sized groups. The study demonstrates that the effectiveness of a multi-location group model may not be dependent only on the EPEC preconditions but also the effectiveness of the instructor support present and the appropriateness of the tool being implemented. This has led to the revised EPEC Hierarchy of Conditions for E-Learning/E-Teaching Competence (Version III).</p>

Impact of Teaching and Academic Self-Efficacy on Student Engagement and Academic Outcomes

2013 ◽  
Author(s):  
Lesther A. Papa ◽  
Melanie M. Domenech Rodriguez ◽  
Scott C. Bates
Keyword(s):  
Student Engagement ◽  
Academic Outcomes ◽  
Self Efficacy ◽  
Academic Self Efficacy
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