Got Efficacy? Teachers' Efficacy to Teach Math and Their Students' Math Efficacy and Interest

• In Event: Cognition and Motivation in Mathematics

Abstract

Teachers’ efficacy beliefs have important consequences. In this study, we examined the associations of teachers’ efficacy to teach math and their students’ math efficacy and interest. Using data from ethnically diverse middle school students (n = 2,724) and their math teachers (n=38), we found a significant decline in students’ math efficacy and interest beliefs across one school year. SEM path analyses showed that teacher’s beliefs about their efficacy to teach statistically significantly buffered student’s decline in math efficacy and interest. In addition, the impact of teacher efficacy on the development of student’ math efficacy and interest was stronger for Grade 7 than Grade 8 students. Implications for motivational theory and professional development programs will be discussed.

Authors

• Nayssan Safavian, University of California - Irvine

• Anna-Lena Dicke, University of California, Irvine

• Stuart A. Karabenick, University of Michigan

• Jacquelynne S. Eccles, University of California - Irvine