Poster #36 - Hierarchical Linear Modeling of Relationships Between Teachers' Epistemological Beliefs and Students' Self-Efficacy

• In Event: 51.082 - MTCC Poster Session 12
  In Poster Session: 51.082-8 - Teaching Educational Psychology Poster Session

Abstract

The current study employs hierarchical linear modeling (HLM) to examine the potential relationship between teacher level epistemological beliefs including innate/fixed ability, learning effort/process, criticizing authority, and certainty knowledge as measured by the Epistemological Belief Questionnaire (Lee, Zhang, Song, & Huang, 2013) and student variables including students’ self-efficacy, sense of belonging, task relevance, and individual mindset, collected using the academic mindset survey (PERTS, 2015, para 3). The data extracted for analysis consists of responses from elementary teachers (n= 61), middle school teachers (n=40), elementary students (n = 1,384) and middles school students (n=1,063). Some teachers’ epistemological beliefs are found to predict middle students’ academic mindset and task relevance, and predict elementary students’ sense of belonging.

Authors

• Janet Lee Hanson, Azusa Pacific University

• Ying Hong Jiang, Azusa Pacific University

• Jia Wang, University of California - Los Angeles