Teacher and Student Self-Efficacy as Mediated by Student Engagement: A Longitudinal Structural Equation Modeling Analysis

• In Event: Sunday Roundtable Session 11:25 am
  In Roundtable Session: Centering Pre- and In-Service Teachers' Motivational Experiences (Table 8)

Abstract

Student self-efficacy (SSE) and engagement are key influences on academic performance. However, prior research indicates that student engagement tends to decline in high school and is strongly related to teacher-student relationships. As such, this study examined the association between teacher self-efficacy (TSE) and student engagement using a longitudinal sample of 9,302 high school students provided by the National Center for Education Statistics (NCES). Drawing on the Situated Expectancy-Value Theory, we used Structural Equation Modeling (SEM) analysis to investigate the longitudinal associations between TSE and SSE in math and science, as well as the role of student engagement across high school years. The results revealed a longitudinal, full mediation effect by student engagement on the association between TSE and SSE.

Authors

• John Hui, Virginia Commonwealth University

• Margaret K. Powers, Washington University in St. Louis

• Chi-Ning Chang, Virginia Commonwealth University