Teachers' social goals and classroom engagement: The mediating role of teachers' self-efficacy

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

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Abstract

In response to limited research exploring teachers’ motivational orientations underlying their efforts to develop meaningful relationships with students, the present longitudinal study with Canadian practicing teachers (N = 497) investigated the effects of teachers’ social goals on perceived classroom engagement as mediated by their selfefficacy beliefs across six months. Cross-lagged analyses showed teachers’ social goals at Time 1 to predict their self-efficacy (for student engagement) and their students’ classroom engagement (emotional) at Time 2. The longitudinal structural equation model showed teachers’ self-efficacy for engaging students to most strongly mediate the effects of their social goals on students’ classroom engagement. Implications for teacher training and professional development are discussed. Copyright © 2022 Elsevier Ltd. All rights reserved.

Original languageEnglish
Article number101952
JournalInternational Journal of Educational Research
Volume113
Early online dateMar 2022
DOIs
Publication statusPublished - 2022

Citation

Chang, C.-F., Hall, N. C., Lee, S. Y., & Wang, H. (2022). Teachers' social goals and classroom engagement: The mediating role of teachers' self-efficacy. International Journal of Educational Research, 113. Retrieved from https://doi.org/10.1016/j.ijer.2022.101952

Keywords

  • Achievement goals
  • Social/relational goals
  • Teacher self-efficacy
  • Student engagement
  • Teacher motivation

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