Testing the mediating role of teachers’ self-efficacy beliefs in the relationship between sources of efficacy information and students achievement

• Published in: Asia Pacific education review Vol. 13; no. 3; pp. 427 - 433
• Main Authors: Mohamadi, Fatemeh Shaterian, Asadzadeh, Hassan
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.09.2012; Springer; Springer Nature B.V; 교육연구소
• Subjects: Academic Achievement; Correlation; Education; Learner Engagement; Measures (Individuals); Outcomes of Education; Preservice Teachers; Role; Self Concept; Self Efficacy; Structural Equation Models; Teacher Attitudes; Teaching Methods; 교육학; Student’s achievement; Sources of efficacy information; SEM; Teachers’ self-efficacy beliefs
• ISSN: 1598-1037; 1876-407X
• DOI: 10.1007/s12564-011-9203-8

The purpose of this study is to test the mediating role of teachers’ self-efficacy beliefs in the relationship between sources of efficacy information and students achievement. For achieving this aim, this study suggests two alternative models, tested by Structural equation modeling (SEM) technique. In the first model, sources of efficacy information and teachers’ sense of self-efficacy independently influenced student achievement. In second model, we examined a dependent 2-factor model, consisting of: (a) antecedent variable: sources of efficacy information, (b) mediator variable: teachers’ sense of self-efficacy, and (c) criterion variable: student’s achievement. Among 284 teachers who participated in this study, Sources of the Self-Efficacy Inventory (SOSI) and Teachers’ Sense of Efficacy Scale (TSES) were distributed. Findings of this study indicated that between two suggested models, the dependent model showed the best overall fit to the data. In this model, teachers’ self-efficacy had mediational role between sources of teachers’ self-efficacy and student’s achievement.