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 language | English |
|---|---|
| Article number | 101952 |
| Journal | International Journal of Educational Research |
| Volume | 113 |
| Early online date | Mar 2022 |
| DOIs | |
| Publication status | Published - 2022 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
Keywords
- Achievement goals
- Social/relational goals
- Teacher self-efficacy
- Student engagement
- Teacher motivation
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