Teacher-Student Relationships and Students' Self-Efficacy Beliefs. Rationale, Validation and Further Potential of Two Instruments

Autor/inn/en	Jederlund, Ulf; von Rosen, Tatjana
Titel	Teacher-Student Relationships and Students' Self-Efficacy Beliefs. Rationale, Validation and Further Potential of Two Instruments
Quelle	In: Education Inquiry, 14 (2023) 4, S.529-553 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jederlund, Ulf) ORCID (von Rosen, Tatjana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/20004508.2022.2073053
Schlagwörter	Teacher Student Relationship; Student Attitudes; Beliefs; Self Efficacy; Likert Scales; Test Validity; Factor Structure; Factor Analysis; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Belief; Glaube; Self-efficacy; Selbstwirksamkeit; Likert-Skala; Testvalidität; Faktorenstruktur; Faktorenanalyse; Ausland; Schweden
Abstract	High quality of teacher-student relationships is widely recognized as fundamental part of good education. Moreover, students' self-efficacy beliefs, or their confidence to succeed within different domains at school, are important impact factors to achievement. Although there is support for an association between student-perceived teacher-student relationship quality and students' self-efficacy judgements, which mediates achievement, no tool explores this association. This article suggests that two instruments, respectively measuring students' perceptions of teacher-student relationship quality (TSR) and student's self-efficacy (SSE), can be used in parallel for a multifaceted exploration of individual students' perception of TSR quality, in relationship to their self-efficacy. Two well-established instruments were adopted, validated and their factor structures re-confirmed in a Swedish sample, using data from students in five schools (n=382). Factor analysis showed that models with three underlying dimensions of TSR and four underlying dimensions of SSE were the most appropriate. All sub-scales showed good-to-excellent reliability (Cronbach's[alpha] = 0.75-0.94). Findings indicated a lack of multigroup invariance across gender and school level for the TSR-model. Substantial associations were found between student-perceived teacher support, and students' self-efficacy for self-regulated learning and global academic success. We discuss utility and limitations, need of model improvement, and future potential. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01