Can Teacher Efficacy Improve Student Academic Efficacy and Their Psychological Needs? The Role of Need-Supportive Teaching

• In Event: Research on teaching and learning in educational psychology: The role of motivation

Abstract

This study examines how teacher self-efficacy (TSE) influences students' academic efficacy and psychological needs within mathematics classrooms through the mediation of need-supportive instructional practices. Using multilevel structural equation modeling on data from 2,613 middle-school students and 85 mathematics teachers in Shanghai, the study finds no direct link between TSE and student outcomes. However, need-supportive teaching fully mediates the relationship, highlighting the importance of instructional practices that support autonomy, competence, and relatedness. These findings provide critical insights into professional development strategies aimed at enhancing teacher effectiveness and student motivation in mathematics education.

Authors

• Yu Wu, University of Memphis

• Qiang Andy Cheng, University of Mississippi

• Yonghong Jade Xu, University of Memphis