Teacher–student relationships and students’ self-efficacy beliefs. Rationale, validation and further potential of two instruments
ABSTRACTHigh 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 a...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2023-10-01
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| Series: | Education Inquiry |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/20004508.2022.2073053 |
| _version_ | 1797648054231236608 |
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| author | Ulf Jederlund Tatjana von Rosen |
| author_facet | Ulf Jederlund Tatjana von Rosen |
| author_sort | Ulf Jederlund |
| collection | DOAJ |
| description | ABSTRACTHigh 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 α = 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. |
| first_indexed | 2024-03-11T15:26:35Z |
| format | Article |
| id | doaj.art-c66acc0af17848429b8a9be476106538 |
| institution | Directory Open Access Journal |
| issn | 2000-4508 |
| language | English |
| last_indexed | 2024-03-11T15:26:35Z |
| publishDate | 2023-10-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Education Inquiry |
| spelling | doaj.art-c66acc0af17848429b8a9be4761065382023-10-27T15:10:11ZengTaylor & Francis GroupEducation Inquiry2000-45082023-10-0114452955310.1080/20004508.2022.2073053Teacher–student relationships and students’ self-efficacy beliefs. Rationale, validation and further potential of two instrumentsUlf Jederlund0Tatjana von Rosen1Department of Special Education, Stockholm University, Stockholm, SwedenDepartment of Statistics, Stockholm University, Stockholm, SwedenABSTRACTHigh 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 α = 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.https://www.tandfonline.com/doi/10.1080/20004508.2022.2073053Teacher-student relationshipstudent self-efficacystudents’ perspectiveinstrument validationfactor analysis |
| spellingShingle | Ulf Jederlund Tatjana von Rosen Teacher–student relationships and students’ self-efficacy beliefs. Rationale, validation and further potential of two instruments Education Inquiry Teacher-student relationship student self-efficacy students’ perspective instrument validation factor analysis |
| title | Teacher–student relationships and students’ self-efficacy beliefs. Rationale, validation and further potential of two instruments |
| title_full | Teacher–student relationships and students’ self-efficacy beliefs. Rationale, validation and further potential of two instruments |
| title_fullStr | Teacher–student relationships and students’ self-efficacy beliefs. Rationale, validation and further potential of two instruments |
| title_full_unstemmed | Teacher–student relationships and students’ self-efficacy beliefs. Rationale, validation and further potential of two instruments |
| title_short | Teacher–student relationships and students’ self-efficacy beliefs. Rationale, validation and further potential of two instruments |
| title_sort | teacher student relationships and students self efficacy beliefs rationale validation and further potential of two instruments |
| topic | Teacher-student relationship student self-efficacy students’ perspective instrument validation factor analysis |
| url | https://www.tandfonline.com/doi/10.1080/20004508.2022.2073053 |
| work_keys_str_mv | AT ulfjederlund teacherstudentrelationshipsandstudentsselfefficacybeliefsrationalevalidationandfurtherpotentialoftwoinstruments AT tatjanavonrosen teacherstudentrelationshipsandstudentsselfefficacybeliefsrationalevalidationandfurtherpotentialoftwoinstruments |