Pub Date : 2022-04-03DOI: 10.1080/00461520.2022.2052293
F. López
Abstract As the American Psychological Association and Division 15 committed to addressing systemic racism after the 2020 summer of racial reckoning, orchestrated political attacks that vilify pedagogical approaches aimed at addressing racial injustice have thwarted schools' efforts across the nation. Against this context, the overarching aim of this article is a call to action for educational psychology to contribute to changes for the greater good. To that end, the article contextualizes the field’s lack of engagement in contemporary schooling controversies before turning to a discussion of the contemporary attacks against anti-racist approaches. A concise historiographical review is provided to illustrate the recurring tensions that have consistently thwarted equitable educational efforts. After discussing how growing scholarship focused on anti-racist research approaches in educational psychology can shape educational psychology’s future with a vision toward an anti-racist social purpose of schooling, recommendations and implications for educational psychology are provided.
{"title":"Can educational psychology be harnessed to make changes for the greater good?","authors":"F. López","doi":"10.1080/00461520.2022.2052293","DOIUrl":"https://doi.org/10.1080/00461520.2022.2052293","url":null,"abstract":"Abstract As the American Psychological Association and Division 15 committed to addressing systemic racism after the 2020 summer of racial reckoning, orchestrated political attacks that vilify pedagogical approaches aimed at addressing racial injustice have thwarted schools' efforts across the nation. Against this context, the overarching aim of this article is a call to action for educational psychology to contribute to changes for the greater good. To that end, the article contextualizes the field’s lack of engagement in contemporary schooling controversies before turning to a discussion of the contemporary attacks against anti-racist approaches. A concise historiographical review is provided to illustrate the recurring tensions that have consistently thwarted equitable educational efforts. After discussing how growing scholarship focused on anti-racist research approaches in educational psychology can shape educational psychology’s future with a vision toward an anti-racist social purpose of schooling, recommendations and implications for educational psychology are provided.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":null,"pages":null},"PeriodicalIF":8.8,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88155836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/00461520.2022.2038603
E. Skinner, N. Rickert, Justin William Vollet, T. Kindermann
Abstract In this article, we aimed to contribute to a fuller understanding of the complex social ecologies that shape students’ academic development by focusing on richer and more precise conceptualizations of mesosystem effects. First, building on bioecological models, we argued for the importance of collective influences, defined as influences from multiple microsystems that act in concert to shape students’ academic functioning and development. We identified three ways collective effects can operate: (1) coactively, (2) contingently, and (3) sequentially. Second, we demonstrated the utility of this framework by using it to organize a narrative review of 32 studies of the effects of parents, teachers, and peers on students’ academic engagement. The framework was used to classify studies, integrate findings, identify trends, and suggest directions for future study. Third, we explored next steps in the conceptualization and study of complex social ecologies, by incorporating perspectives that are more developmental, cultural, sociohistorical, and inclusive.
{"title":"The complex social ecology of academic development: A bioecological framework and illustration examining the collective effects of parents, teachers, and peers on student engagement","authors":"E. Skinner, N. Rickert, Justin William Vollet, T. Kindermann","doi":"10.1080/00461520.2022.2038603","DOIUrl":"https://doi.org/10.1080/00461520.2022.2038603","url":null,"abstract":"Abstract In this article, we aimed to contribute to a fuller understanding of the complex social ecologies that shape students’ academic development by focusing on richer and more precise conceptualizations of mesosystem effects. First, building on bioecological models, we argued for the importance of collective influences, defined as influences from multiple microsystems that act in concert to shape students’ academic functioning and development. We identified three ways collective effects can operate: (1) coactively, (2) contingently, and (3) sequentially. Second, we demonstrated the utility of this framework by using it to organize a narrative review of 32 studies of the effects of parents, teachers, and peers on students’ academic engagement. The framework was used to classify studies, integrate findings, identify trends, and suggest directions for future study. Third, we explored next steps in the conceptualization and study of complex social ecologies, by incorporating perspectives that are more developmental, cultural, sociohistorical, and inclusive.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":null,"pages":null},"PeriodicalIF":8.8,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87495909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-29DOI: 10.1080/00461520.2021.1984242
E. Rosenzweig, Allan Wigfield, J. Eccles
Abstract Motivational interventions grounded in Eccles and colleagues’ situated expectancy-value theory (SEVT) can promote students’ motivational beliefs and academic performance. However, most prior work has focused on one construct, perceived utility value. SEVT includes multiple constructs found to influence students’ academic motivation, performance, and choices. We therefore believe it is time to move beyond a sole focus on utility value by exploring interventions that are designed to impact the other central constructs in the theory. In this article we provide theoretical and research-based recommendations for the design of such interventions, focusing on the why, when, and how of their implementation. We discuss interventions to target students’ attainment value, intrinsic value, perceived cost, expectancies for success and/or ability beliefs, and different combinations of SEVT constructs. We conclude by discussing ideas for SEVT-based interventions that can address the situated, synergistic, and dynamic nature of motivation.
{"title":"Beyond utility value interventions: The why, when, and how for next steps in expectancy-value intervention research","authors":"E. Rosenzweig, Allan Wigfield, J. Eccles","doi":"10.1080/00461520.2021.1984242","DOIUrl":"https://doi.org/10.1080/00461520.2021.1984242","url":null,"abstract":"Abstract Motivational interventions grounded in Eccles and colleagues’ situated expectancy-value theory (SEVT) can promote students’ motivational beliefs and academic performance. However, most prior work has focused on one construct, perceived utility value. SEVT includes multiple constructs found to influence students’ academic motivation, performance, and choices. We therefore believe it is time to move beyond a sole focus on utility value by exploring interventions that are designed to impact the other central constructs in the theory. In this article we provide theoretical and research-based recommendations for the design of such interventions, focusing on the why, when, and how of their implementation. We discuss interventions to target students’ attainment value, intrinsic value, perceived cost, expectancies for success and/or ability beliefs, and different combinations of SEVT constructs. We conclude by discussing ideas for SEVT-based interventions that can address the situated, synergistic, and dynamic nature of motivation.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":null,"pages":null},"PeriodicalIF":8.8,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85811273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-24DOI: 10.1080/00461520.2021.1988603
D. Kuhn
Abstract The construct of metacognition appears in an ever increasing number and range of contexts in educational, developmental, and cognitive psychology. Can it retain its status as a useful construct in the face of such diverse application? Or is it merely an umbrella term for diverse mental phenomena that are loosely if at all connected? Here I argue for metacognition playing many diverse roles yet having key features that connect these in a shared framework. Proposed as central to this framework is the exercise of inhibitory cognitive control as a necessary condition for metacognitive competence. Also argued for is greater recognition of metacognition as a disposition, not just competence. As a disposition its foundations are epistemological, and its value and importance lie in supporting individuals’ effective management of their own minds. This disposition puts them in maximum control of what they think and know and the processes they engage in to revise their beliefs, individually and in interaction with others.
{"title":"Metacognition matters in many ways","authors":"D. Kuhn","doi":"10.1080/00461520.2021.1988603","DOIUrl":"https://doi.org/10.1080/00461520.2021.1988603","url":null,"abstract":"Abstract The construct of metacognition appears in an ever increasing number and range of contexts in educational, developmental, and cognitive psychology. Can it retain its status as a useful construct in the face of such diverse application? Or is it merely an umbrella term for diverse mental phenomena that are loosely if at all connected? Here I argue for metacognition playing many diverse roles yet having key features that connect these in a shared framework. Proposed as central to this framework is the exercise of inhibitory cognitive control as a necessary condition for metacognitive competence. Also argued for is greater recognition of metacognition as a disposition, not just competence. As a disposition its foundations are epistemological, and its value and importance lie in supporting individuals’ effective management of their own minds. This disposition puts them in maximum control of what they think and know and the processes they engage in to revise their beliefs, individually and in interaction with others.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":null,"pages":null},"PeriodicalIF":8.8,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79036638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/00461520.2021.1985502
B. Kramarski, Orna Heaysman
Abstract To address teachers’ difficulties in implementing effective self-regulated learning (SRL) for their professional knowledge and practice as well as for their students’ learning, a conceptual framework and a practical model for professional development is proposed that can help bridge theory, practice, and research on teachers’ SRL. Expanding on prior dual frameworks that differentiate teachers’ own SRL from their self-regulated teaching (SRT), the “triple SRL–SRT processes” framework also distinguishes teacher-focused from student-focused aspects of SRT. Specifically, three types of self-regulation are proposed: (1) teachers self-regulate their own learning as learners (SRL); (2) teachers self-regulate their practice as self-regulated teachers (teacher-focused SRT); (3) teachers activate students’ SRL as teachers of SRL (student-focused SRT). To support teachers’ self-regulation using this framework, a spiral model of professional development, supported by preliminary research showing positive effects on teachers’ SRL–SRT and students’ SRL and achievement, is proposed. Conceptual contributions and practical implications are discussed.
{"title":"A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes","authors":"B. Kramarski, Orna Heaysman","doi":"10.1080/00461520.2021.1985502","DOIUrl":"https://doi.org/10.1080/00461520.2021.1985502","url":null,"abstract":"Abstract To address teachers’ difficulties in implementing effective self-regulated learning (SRL) for their professional knowledge and practice as well as for their students’ learning, a conceptual framework and a practical model for professional development is proposed that can help bridge theory, practice, and research on teachers’ SRL. Expanding on prior dual frameworks that differentiate teachers’ own SRL from their self-regulated teaching (SRT), the “triple SRL–SRT processes” framework also distinguishes teacher-focused from student-focused aspects of SRT. Specifically, three types of self-regulation are proposed: (1) teachers self-regulate their own learning as learners (SRL); (2) teachers self-regulate their practice as self-regulated teachers (teacher-focused SRT); (3) teachers activate students’ SRL as teachers of SRL (student-focused SRT). To support teachers’ self-regulation using this framework, a spiral model of professional development, supported by preliminary research showing positive effects on teachers’ SRL–SRT and students’ SRL and achievement, is proposed. Conceptual contributions and practical implications are discussed.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":null,"pages":null},"PeriodicalIF":8.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87461896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/00461520.2021.1991799
Lisa Bardach, R. Klassen
Abstract Recent years have witnessed a burgeoning interest in the study of teacher motivation. Although links between teacher motivation and teacher well-being, commitment to the profession, and other teacher-related outcomes are well-documented, prior research on associations between teacher motivation and student outcomes has been less consistent. This article focuses on teacher motivation as situated within two prominent frameworks: self-determination theory and achievement goal theory. First, two systematic reviews of research on self-determination theory and achievement goal theory are conducted to examine whether, when, how, and why teachers’ motivation may influence—or at least relate to—which student outcomes. The processes by which teacher motivation is associated with student outcomes, such as via specific instructional strategies, are also taken into account. Second, the question of why research on teacher motivation often fails to find consistent effects on student outcomes is considered, including where in the complex chain of events from teacher motivation to student outcomes the signal gets lost. Third, the need to study the reverse ordering of effects, reciprocal effects, and the dynamic interplay between teacher motivation and student outcome variables is discussed.
{"title":"Teacher motivation and student outcomes: Searching for the signal","authors":"Lisa Bardach, R. Klassen","doi":"10.1080/00461520.2021.1991799","DOIUrl":"https://doi.org/10.1080/00461520.2021.1991799","url":null,"abstract":"Abstract Recent years have witnessed a burgeoning interest in the study of teacher motivation. Although links between teacher motivation and teacher well-being, commitment to the profession, and other teacher-related outcomes are well-documented, prior research on associations between teacher motivation and student outcomes has been less consistent. This article focuses on teacher motivation as situated within two prominent frameworks: self-determination theory and achievement goal theory. First, two systematic reviews of research on self-determination theory and achievement goal theory are conducted to examine whether, when, how, and why teachers’ motivation may influence—or at least relate to—which student outcomes. The processes by which teacher motivation is associated with student outcomes, such as via specific instructional strategies, are also taken into account. Second, the question of why research on teacher motivation often fails to find consistent effects on student outcomes is considered, including where in the complex chain of events from teacher motivation to student outcomes the signal gets lost. Third, the need to study the reverse ordering of effects, reciprocal effects, and the dynamic interplay between teacher motivation and student outcome variables is discussed.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":null,"pages":null},"PeriodicalIF":8.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87931921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/00461520.2021.1991357
M. Gill
Abstract The disconnect between educational theory and practice is problematic for our field. The purpose of this commentary was to explore how that disconnect is being addressed in current research on teachers’ social-emotional characteristics and their relation to student outcomes. Three questions framed the analysis underlying this review: What do we now know? What do we still need to know? What does all this matter for schools and classrooms? To answer these questions, Spradley’s method of domain analysis was used to examine each of the four articles contained in this special issue. Then the articles were reviewed as a whole in light of the questions above. Strengths and limitations of the extant research on teachers’ emotions, motivation, and self-regulation were identified. The commentary concludes with suggestions for future research based on innovations in understanding the complex dynamics at play between teachers and students in school settings.
{"title":"Teachers’ social-emotional characteristics and student outcomes: A commentary","authors":"M. Gill","doi":"10.1080/00461520.2021.1991357","DOIUrl":"https://doi.org/10.1080/00461520.2021.1991357","url":null,"abstract":"Abstract The disconnect between educational theory and practice is problematic for our field. The purpose of this commentary was to explore how that disconnect is being addressed in current research on teachers’ social-emotional characteristics and their relation to student outcomes. Three questions framed the analysis underlying this review: What do we now know? What do we still need to know? What does all this matter for schools and classrooms? To answer these questions, Spradley’s method of domain analysis was used to examine each of the four articles contained in this special issue. Then the articles were reviewed as a whole in light of the questions above. Strengths and limitations of the extant research on teachers’ emotions, motivation, and self-regulation were identified. The commentary concludes with suggestions for future research based on innovations in understanding the complex dynamics at play between teachers and students in school settings.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":null,"pages":null},"PeriodicalIF":8.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82821955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/00461520.2021.1991800
Fani Lauermann, R. Butler
Abstract Educational psychologists have traditionally been far more interested in the psychology of students than teachers. However, interest in conceptualizing and examining teachers’ emotions, motivations, and self-regulation, as well as corresponding implications for the instructional process and students’ educational outcomes, has increased in recent years. Accumulating evidence suggests that these teaching-related psychological characteristics can shape teachers’ professional decision-making, work engagement, occupational well-being, and approaches to teaching. Theoretically grounded links with students’ educational outcomes, however, remain elusive. Articles and commentaries in this special issue examine possible reasons for these puzzling results and strive to lay the foundation for theoretical cross-fertilization and an integrated research agenda focusing on whether, when, how, and why teachers’ teaching-related emotions, motivations, and self-regulation may influence—and be influenced by—students’ educational outcomes.
{"title":"The elusive links between teachers’ teaching-related emotions, motivations, and self-regulation and students’ educational outcomes","authors":"Fani Lauermann, R. Butler","doi":"10.1080/00461520.2021.1991800","DOIUrl":"https://doi.org/10.1080/00461520.2021.1991800","url":null,"abstract":"Abstract Educational psychologists have traditionally been far more interested in the psychology of students than teachers. However, interest in conceptualizing and examining teachers’ emotions, motivations, and self-regulation, as well as corresponding implications for the instructional process and students’ educational outcomes, has increased in recent years. Accumulating evidence suggests that these teaching-related psychological characteristics can shape teachers’ professional decision-making, work engagement, occupational well-being, and approaches to teaching. Theoretically grounded links with students’ educational outcomes, however, remain elusive. Articles and commentaries in this special issue examine possible reasons for these puzzling results and strive to lay the foundation for theoretical cross-fertilization and an integrated research agenda focusing on whether, when, how, and why teachers’ teaching-related emotions, motivations, and self-regulation may influence—and be influenced by—students’ educational outcomes.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":null,"pages":null},"PeriodicalIF":8.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85349754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/00461520.2021.1985501
Anne C. Frenzel, L. Daniels, I. Burić
Abstract The present contribution provides a conceptualization of teacher emotions rooted in appraisal theory and draws on several complementary theoretical perspectives to create a conceptual framework for understanding the teacher emotion–student outcome link based on three psychological mechanisms: (1) direct transmission effects between teacher and student emotions, (2) mediated effects via teachers’ instructional and relational teaching behaviors, and (3) recursive effects back from student outcomes on teacher emotions, both directly and indirectly via teachers’ appraisals of student outcomes and their correspondingly adapted teaching behaviors. We then present a tour d’horizon of empirical evidence from this field of research, highlighting valence-congruent links in which positive emotions relate to desirable outcomes and negative emotions to undesirable outcomes, but also valence-incongruent links. Last, we identify two key challenges for teacher emotion impact research and suggest three directions for future research that focus on measurement, research design, and an extended scope considering emotion regulation.
{"title":"Teacher emotions in the classroom and their implications for students","authors":"Anne C. Frenzel, L. Daniels, I. Burić","doi":"10.1080/00461520.2021.1985501","DOIUrl":"https://doi.org/10.1080/00461520.2021.1985501","url":null,"abstract":"Abstract The present contribution provides a conceptualization of teacher emotions rooted in appraisal theory and draws on several complementary theoretical perspectives to create a conceptual framework for understanding the teacher emotion–student outcome link based on three psychological mechanisms: (1) direct transmission effects between teacher and student emotions, (2) mediated effects via teachers’ instructional and relational teaching behaviors, and (3) recursive effects back from student outcomes on teacher emotions, both directly and indirectly via teachers’ appraisals of student outcomes and their correspondingly adapted teaching behaviors. We then present a tour d’horizon of empirical evidence from this field of research, highlighting valence-congruent links in which positive emotions relate to desirable outcomes and negative emotions to undesirable outcomes, but also valence-incongruent links. Last, we identify two key challenges for teacher emotion impact research and suggest three directions for future research that focus on measurement, research design, and an extended scope considering emotion regulation.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":null,"pages":null},"PeriodicalIF":8.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90693621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/00461520.2021.1991355
Fani Lauermann, Inga ten Hagen
Abstract Teachers’ teaching-related competence beliefs such as perceived teaching ability and self-efficacy have been linked to their occupational well-being and external evaluations of instructional quality. However, researchers have struggled to establish a reliable empirical link between teachers’ competence beliefs and students’ academic outcomes. To clarify these puzzling results, this research synthesis reviews different conceptualizations of teachers’ competence beliefs and their hypothesized effects on students, and focuses in particular on student-reported classroom processes and outcomes in authentic K–12 classrooms. This review revealed considerable ambiguity concerning the conceptualization and assessment of teachers’ competence beliefs in empirical research. Furthermore, there is a paucity of empirical evidence testing central assumptions about the associations between different types of beliefs about teaching competence, mediating processes such as instructional quality, and student outcomes in authentic K–12 settings. This research synthesis identifies important gaps in existing research that warrant attention and outlines directions for future research.
{"title":"Do teachers’ perceived teaching competence and self-efficacy affect students’ academic outcomes? A closer look at student-reported classroom processes and outcomes","authors":"Fani Lauermann, Inga ten Hagen","doi":"10.1080/00461520.2021.1991355","DOIUrl":"https://doi.org/10.1080/00461520.2021.1991355","url":null,"abstract":"Abstract Teachers’ teaching-related competence beliefs such as perceived teaching ability and self-efficacy have been linked to their occupational well-being and external evaluations of instructional quality. However, researchers have struggled to establish a reliable empirical link between teachers’ competence beliefs and students’ academic outcomes. To clarify these puzzling results, this research synthesis reviews different conceptualizations of teachers’ competence beliefs and their hypothesized effects on students, and focuses in particular on student-reported classroom processes and outcomes in authentic K–12 classrooms. This review revealed considerable ambiguity concerning the conceptualization and assessment of teachers’ competence beliefs in empirical research. Furthermore, there is a paucity of empirical evidence testing central assumptions about the associations between different types of beliefs about teaching competence, mediating processes such as instructional quality, and student outcomes in authentic K–12 settings. This research synthesis identifies important gaps in existing research that warrant attention and outlines directions for future research.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":null,"pages":null},"PeriodicalIF":8.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83056187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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