Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level

Teachers' self-efficacy beliefs were examined as determinants of their job satisfaction and students' academic achievement. Over 2000 teachers in 75 Italian junior high schools were administered self-report questionnaires to assess self-efficacy beliefs and their job satisfaction Students' average final grades at the end of junior high school were collected in two subsequent scholastic years. Structural equation modeling analyses corroborated a conceptual model in which teachers' personal efficacy beliefs affected their job satisfaction and students' academic achievement, controlling for previous levels of achievement.     

English learners' achievement in mathematics and science: Examining the role of self-efficacy

The goals of the current study were twofold. The first goal was to describe levels of mathematics and science self-efficacy and achievement among a sample of students with varying levels of English language proficiency. The second goal was to examine the extent to which students' self-efficacy explains the relation between their English proficiency level and mathematics and science achievement. The sample consisted of 332 fifth graders (mean age = 10.46 years, SD = 0.38) and their 63 teachers in 20 schools. The student sample was linguistically diverse with parents reporting 22 different home languages. Based on district classification procedures, each student was coded into one of three English language proficiency level categories: English proficient-speaking students (English proficient), English Learner (EL) students who are reaching proficiency, yet are still being monitored (reaching proficiency), and EL students who are receiving English for Speakers of Other Languages services (ESOL; limited English proficient). Regression analyses indicated that students identified as limited English proficient consistently demonstrated lower achievement and self-efficacy across the content areas of mathematics and science as compared to their peers who were English proficient and reaching proficiency. In addition, students' self-efficacy partially explained the relation between limited English proficiency level and achievement for science, but not for mathematics. Results indicate that educators should consider variability in students' English proficiency levels as they select supports to promote both science achievement and self-efficacy. Findings also suggest promise for practices and programs that foster self-efficacy in addition to language and content skills.     

The program for academic survival skills (pass): Effects on student behavior and achievement

The effects of the Program for Academic Survival Skills (PASS), a group behavior management program, on behavioral observation data and standardized achievement test measures were investigated. Fifty-four of the 96 selected low-achieving, low-survival-skill students of normal IQ were assigned to an experimental condition in which their teachers used PASS. The remaining 42 were assigned to a control condition. Results indicated PASS produced significant gains in survival skills during its operation and one week following program termination in both reading and mathematics periods across grades 1–3. Findings for achievement indicated a significant gain for first-grade experimentals only in reading, with a similar but nonsignificant gain for first-grade mathematics.     

Trajectories of teacher-student warmth and conflict at the transition to middle school: Effects on academic engagement and achievement

Using piece-wise longitudinal trajectory analysis, this study investigated trajectories of teacher-reported warmth and conflict in their relationships with students 4 years prior to and 3 years following the transition to middle school in a sample of 550 academically at-risk and ethnically diverse adolescents. At the transition to middle school, teacher reports of warmth showed a significant drop (shift in intercept), above age-related declines. Both warmth and conflict declined across the middle school years. Structural equation modeling (SEM) tested effects of the shifts in intercept and the post-transition slopes on reading and math achievement, teacher-rated engagement, and student-reported school belonging 3 years post-transition, above pre-transition levels of the outcome. For warmth, a drop in intercept predicted lower math scores and engagement, and a more positive slope predicted higher engagement. For conflict, an increase in intercept and a negative slope predicted lower engagement. Implications of findings for reducing normative declines in academic engagement in middle school are discussed.     

Use of techniques promoting students' self-determination: Effects on students' analytic problem-solving skills

Based on self-determination theory (Deci & Ryan, 1985, 1987, 1991), we assessed the effect of controlling strategies and restricted choice options on students' performance on analytic reason problems. Subjects in the controlling-directives condition were told by their teacher that a given strategy was the way students should solve a set of analytical problems. Although subjects in the noncontrolling-directives condition were taught the same strategy, they were encouraged to use any strategy they chose to solve the identical problems. The results indicated, as predicted, that subjects in the controlling-directives condition performed significantly worse than subjects in the noncontrolling-directives condition on a subsequent set of analytic reasoning problems, when tested by an experimenter who was unaware of a subject's condition. Interestingly, subjects in the controlling-directives condition regarded the teacher as qualitatively more competent than noncontrolling-directives subjects, in spite of their poorer performance. Furthermore, feelings about the task, mood differences, or perceptions of performance as a function of condition did not account for these findings. The data are discussed as they relate to the theoretical and practical import of the deleterious use of controlling techniques in a number of contexts, as well as adults' erroneous beliefs about controlling strategies.This study was funded in part from a grant from the Spencer Foundation and an NIMH grant to the first author.     

Effects of coping skills training on generalized self-efficacy and locus of control

A number of studies have shown that mastery experiences strengthen self-efficacy expectancies that are specific to the mastery situation. In this study I assessed the effects of cognitive-behavioral coping skills training on generalized expectancies concerning self-efficacy and locus of control in test-anxious college students. Compared with a waiting-list control group, the trained subjects exhibited significant decreases on trait and state measures of test anxiety and a higher level of academic performance on classroom tests, as well as changes in specific self-efficacy expectancies relating to test-anxiety management and academic performance. Consistent with generalization predictions derived from self-efficacy theory, the coping skills group also exhibited decreases in general trait anxiety and increased scores on a trait measure of generalized self-efficacy. Locus of control was unaffected by the program, and changes in general self-efficacy were unrelated to changes in locus of control, suggesting the possibility that different parameters of experience are related to changes in the two types of generalized expectancies.     

The middle schooling process: influences on science and mathematics achievement from the longitudinal study of American youth

The purpose of this longitudinal study was to develop and test a model of middle school science and mathematics achievement with a national probability sample of 3,116 seventh-grade public school students. Eighth-grade achievement was viewed as a function of readiness attributes on entry into seventh grade and intervening parent, peer, self, and classroom affective and behavioral measures. Data were collected from students and parents over three time periods in seventh and eighth grade. Results of a revised structural model showed that prior achievement in science and math was a strong mediator of effects in the process of schooling. Grades in sixth grade, parental expectations, parent educational attainment, and motivation had moderately strong indirect effects on eighth-grade achievements. Also notable was the positive direct influence of perceptions of classroom context on science and math achievement growth and the negative direct influence of sex (in favor of girls) on science achievement growth. Cross-validation on a split-half sample did not disconfirm the model. It was concluded that while prior achievement had a dominant influence in the schooling process, other variables including parental expectations, motivation, and classroom context do contribute to the schooling process and can be a focal point for improving school success. These and other factors, though helpful, may be most effective well before the middle school years.     

High school students' perceptions of EFL teacher control orientations and their English academic achievement

Background. Theories distinguish between student‐initiated and teacher‐initiated regulation of students' learning activities, or between strong, shared, or loose teacher control during the completion of learning tasks. Empirical validations for such distinctions are scarce, however. Aim. The present study aimed at (a) investigating students' perceptions of control behaviours exhibited by their English teachers; and (b) exploring the contribution of different types of teacher control behaviours to students' cognitive outcomes (English Achievement). Sample. The sample comprised 732 English as a Foreign Language (EFL) students studying in three major fields of high school (Mathematics, Natural Science, and Humanities). The participants (16–17 years of age) were selected from third‐grade classes of 27 EFL teachers working in 25 high schools of 6 main different geographical regions in the Isfahan province, Iran. Method. To obtain a comprehensive picture of different control types exhibited by Iranian EFL teachers, the control subscales of the two existing questionnaires, i.e., the Questionnaire on Instructional Behaviours (QIB), adapted by Den Brok et al. (2004) and the Questionnaire on Lesson Activities (QLA) used by Den Brok (2001) were merged to form the Questionnaire of Teacher Control (QTC). The development of this Persian instrument involved several steps: translation and back translation by the researchers, one expert translator, and two EFL teachers; piloting; and a final administration of the questionnaire to the student sample. With respect to the second aim of the study, data regarding students' performances on the Standardized National English Achievement Tests were gathered from local educational offices and schools. Results and conclusion. Statistical analyses supported acceptable reliability and validity of the instrument. A main factor structure with three types of teacher control (strong/high, shared/mid, and loose/low) was found to underlie students' perceptions. The results of multi‐level analyses indicated that a relatively large amount of variance was explained by the control variables and student variables, and teacher control had a statistically significant effect on student outcomes. Students' English achievement was lowest when they felt control was their teachers' prerogative, higher when they themselves exerted their own control (low teacher control), and highest under shared (mid) control behaviours.     

Effects of the Maytiv positive psychology school program on early adolescents' well-being,engagement, and achievement

As positive psychology is a nascent area of research, there are very few empirical studies assessing the impact and sustained effects of positive psychology school interventions. The current study presents a 2-year longitudinal evaluation of the effects of a school-based positive psychology program on students' subjective well-being, school engagement, and academic achievements. The study investigated the effectiveness of the Maytiv school program using a positive psychology-based classroom-level intervention with 2517 seventh- to ninth-grade students in 70 classrooms, from six schools in the center of Israel. The classes were randomly assigned to intervention and control conditions, which were comparable in terms of students' age, gender, and socio-economic status. Hierarchical linear regression analyses revealed positive intervention effects on positive emotions, peer relations, emotional engagement in school, cognitive engagement, and grade point average scores (Cohen's ds 0.16–0.71). In the control group, there were significant decreases in positive emotions and cognitive engagement, and no significant changes in peer relations, emotional engagement or school achievements. These findings demonstrate the significant socio-emotional and academic benefits of incorporating components of positive psychology into school curricula.     

Effects of cooperative learning on peer relations,empathy, and bullying in middle school

Although researchers have developed prevention programs to reduce bullying, the results are mixed, and this may be due to a degree of uncertainty in their theoretical foundation. In particular, these programs share an emphasis on empathy as a personal attribute that can be enhanced among students through the application of specific curricula that will, in turn, contribute to a reduction in bullying behavior. However, the link between empathy and bullying is unclear, as is the ability of bullying prevention programs to actually impact student empathy. In this study, we used a cluster randomized trial (N = 15 middle schools, 1,890 students, 47.1% female, 75.2% White) to evaluate the impact of cooperative learning on bullying, and we evaluated whether these effects were mediated by empathy and peer relatedness. Our results indicated that cooperative learning can significantly reduce bullying, and that some of this effect is transmitted via enhancements to affective empathy. Cooperative learning also demonstrated significant positive effects on cognitive empathy, but this did not have an effect on bullying. We also found that the effects of cooperative learning on cognitive and affective empathy were mediated by improvements in peer relatedness. These findings add a degree of clarity to the literature, and also represent the first time, as far as we are aware, that an antibullying program has been found to have significant effects on both cognitive and affective empathy.     

The role of delay of gratification,substance abuse,and violent behavior on academic achievement of disciplinary alternative middle school students

Disciplinary alternative education programs are academic environments where students are detained for 45 days by the county or court for delinquent and/or deviant behavior in their traditional schools. This study examined individual differences in academic performance, violence, willingness to delay gratification, and substance abuse of 391 students enrolled in a disciplinary alternative middle school program. Results revealed that students who reported a high propensity to delay gratification and low tendencies towards violent behavior and substance abuse obtained high math scores on the state standardized test. In addition, the negative association between violent behavior on math scores was attenuated by race/ethnicity status. Socio-economic status was not significantly associated with math test scores. Implications for further studies and educational implications are discussed.     

An analysis and replication of the Add-A-Word Spelling Program with mildly handicapped middle school students

The effects of the Add-A-Word Spelling Program was examined in two experiments with mildly handicapped middle school students. In Experiment I, the Add-A-Word program with daily testing of small word lists; drill through the copy, cover, and compare method; a high level of mastery before words were removed from the student's list; and reappearance of mastered words, was evaluated with a multiple baseline design across three students. The data indicated improved performance on daily spelling tests when the Add-A-Word system was implemented. The purpose of Experiment II was to compare the Add-A-Word spelling program to the more traditional Monday Pre- and end of the week Posttest spelling procedures found in most classrooms. The comparisons were made in a counterbalanced multiple baseline design across six students. The students' overall accuracy in spelling was higher during the Add-A-Word Program than during either Baseline (daily testing) or the Preand Posttest systems. However, student's spelling scores were also higher during the Pre-Posttest procedure than during the Baseline condition. Benefits of the Add-A-Word spelling program for middle school students were discussed.     

Effects of test-wiseness training on test anxiety,locus of control and reading achievement in elementary school children

Abstract

Fifth and sixth grade children were randomly assigned to either a control or an experimental condition in a pretest, posttest, delayed posttest design. The experimental group received instruction and practice in test-taking, and the control group received a placebo treatment. Dependent variables were four components of test anxiety, locus of control and achievement. Factor analysis of pretest data supported I. Sarason's four-factor conceptualization of test anxiety (worry, test-irrelevant thinking, tension, and bodily reactions to test taking). Posttest data generally supported the hypothesized treatment effects. As predicted, children in the experimental condition had higher reading scores, greater internality, and less test-irrelevant thinking. The delayed posttest scores indicated a diminished effect on the achievement and internality measures; however, the amount of test-irrelevant thinking remained lower in the experimental condition.     

Metacognition and low achievement in mathematics: The effect of training in the use of metacognitive skills to solve mathematical word problems

The central question underlying this study was whether metacognition training could enhance the two metacognition components—knowledge and skills—and the mathematical problem-solving capacities of normal children in grade 3. We also investigated whether metacognitive training had a differential effect according to the children's mathematics level. A total of 48 participants took part in this study, divided into an experimental and a control group, each subdivided into a lower and a normal achievers group. The training programme took an interactive approach in accordance with Schraw's (1998 Schraw, G. 1998. Promoting general metacognitive awareness. Instructional Science, 26: 113–125. [Crossref], [Web of Science ®] , [Google Scholar]) recommendation and was carried out over five training sessions. Results indicated that children in the training group had significantly higher post-test metacognitive knowledge, metacognitive skills, and mathematical problem-solving scores. In addition, metacognitive training was particularly beneficial to the low achievers. Thus metacognitive training enabled the low achievers to make progress and solve the same number of problems on the post-test as the normal achievers solved on the pre-test.     

Profiles of intrinsic and extrinsic motivations: A person-centered approach to motivation and achievement in middle school

The present study was designed to identify and evaluate naturally-occurring combinations of intrinsic and extrinsic motivations. Cluster analysis revealed four distinct motivational profiles based on a sample of middle-school students (N = 343): those with high levels of both intrinsic and extrinsic motivations (high quantity), low levels of both types of motivation (low quantity), high intrinsic coupled with low extrinsic motivation (good quality) and low intrinsic coupled with high extrinsic motivation (poor quality). Across two time points, students in the good quality cluster received higher grades than their peers in other clusters with poorer quality motivation, even if that motivation was present in high quantities. An examination of shifts in motivational profiles over the course of a school year revealed an intriguing balance of stability and change. Consistent with variable-centered research, movement tended to be away from the good quality and high quantity clusters and toward the poor quality and low quantity clusters.