Exploring the effects of teachers' social goal orientations and self-efficacy on student engagement

Chiung-Fang CHANG, So Yeon LEE, Nathan C. HALL, Hui WANG

Research output: Contribution to conferencePapers

Abstract

In contrast to considerable research examining relations between teachers’ instruction-specific goals and students’ behaviors, links between teachers’ social goals and student engagement is scarce. The present study investigated the direct effects of teachers’ social goals on their perceptions of student engagement and examined the mediational role of teaching self-efficacy. Findings with Canadian practicing teachers (N = 513) showed that whereas teachers’ social goals did predict their perceptions of students’ emotional (dis)engagement, these effects were fully mediated by teaching self-efficacy pertaining to student engagement and, to a lesser extent, classroom management. Teachers who more strongly endorsed social goals tended to report greater confidence in their ability to motivate students that, in turn, predicted both emotional and behavioral student (dis)engagement. Copyright © 2019 All Academic, Inc.
Original languageEnglish
Publication statusPublished - Apr 2019

Citation

Chang, C.-F., Lee, S. Y., Hall, N. C., & Wang, H. (2019, April). Exploring the effects of teachers' social goal orientations and self-efficacy on student engagement. Paper presented at The American Educational Research Association Annual Meeting (AERA 2019): Roundtable session of I know I can: Exploring teachers' self-efficacy, Toronto, Canada.

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