Predicting teachers’ sense of efficacy: A multimodal analysis integrating SEM, deep learning, and ANN

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Psychology in the Schools Pub Date : 2024-05-02 DOI:10.1002/pits.23222
Ibrahim Arpaci, Kasım Karataş, Feyza Gün, Sedef Süer
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Abstract

This study aims to investigate the predictive role of cultural intelligence, motivation to teach, and “culturally responsive classroom management self‐efficacy” (CRCMSE) in teachers’ sense of efficacy. The study utilized a combination of “structural equation modeling” (SEM), deep learning, and “artificial neural network” (ANN) to analyze data collected from 1061 preservice teachers. The SEM analysis indicated that cultural intelligence, motivation to teach, and CRCMSE significantly predicted the sense of efficacy of the teacher candidates, accounting for 59% of the variance. Additionally, the ANN model accurately predicted the teachers’ sense of efficacy with 75.71% and 75.17% accuracy for training and testing, respectively. The sensitivity analysis revealed that CRCMSE played the most crucial role in predicting the preservice teachers’ sense of efficacy. The deep learning model also predicted the sense of efficacy with an overall accuracy of 74.18%. The utilization of a multimodal analysis approach facilitated the identification of both linear and nonlinear relationships between the constructs.
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预测教师的效能感:结合 SEM、深度学习和 ANN 的多模式分析
本研究旨在探讨文化智能、教学动机和 "文化顺应型课堂管理自我效能感"(CRCMSE)对教师效能感的预测作用。研究综合运用了 "结构方程建模"(SEM)、深度学习和 "人工神经网络"(ANN)等方法,对从 1061 名职前教师那里收集到的数据进行了分析。SEM 分析表明,文化智能、教学动机和 CRCMSE 可显著预测师范生的效能感,占方差的 59%。此外,ANN 模型在培训和测试中分别以 75.71% 和 75.17% 的准确率预测了教师的效能感。敏感性分析表明,CRCMSE 在预测职前教师的效能感方面发挥了最关键的作用。深度学习模型预测效能感的总体准确率也达到了 74.18%。多模态分析方法的使用有助于识别建构之间的线性和非线性关系。
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来源期刊
Psychology in the Schools
Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.00
自引率
5.00%
发文量
200
期刊介绍: Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.
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