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Which is more predictive: Domain- or task-specific self-efficacy in teaching and outcomes?
Hong Lu1, Xin Chen1, Chunxia Qi2
1Faculty of Education, The University of Hong Kong, Hong Kong SAR, Hong Kong.
The British Journal of Educational Psychology
|October 5, 2022
Summary
Instructional characteristics like cognitive activation and teacher support positively impact math achievement and enjoyment, while reducing anxiety. This occurs through students
Area of Science:
- Educational Psychology
- Classroom Instruction
- Student Learning
Background:
- Student academic performance and learning experiences are vital in education.
- The relationship between instructional characteristics and student outcomes requires further investigation.
Purpose of the Study:
- To examine how cognitive activation and teacher support relate to students' academic emotions and achievement in mathematics.
- To investigate the mediating roles of domain- and task-specific self-efficacy in these relationships.
Main Methods:
- Survey data collected from 5388 eighth-grade students in central China.
- Measures included self-reported cognitive activation, teacher support, math enjoyment, math anxiety, and domain/task-specific self-efficacy.
- Math achievement was assessed using a standardized test.
Main Results:
- Cognitive activation and teacher support positively correlated with math achievement and enjoyment, and negatively with math anxiety.
- Domain- and task-specific self-efficacy mediated these relationships.
- Cognitive activation's impact on math anxiety was stronger via task-specific self-efficacy, while its impact on enjoyment was greater via domain-specific self-efficacy. Teacher support's influence was more pronounced through domain-specific self-efficacy.
Conclusions:
- The study elucidates the differential mediating roles of task- and domain-specific self-efficacy in the relationship between instructional characteristics and math outcomes.
- Findings highlight the importance of cognitive activation and teacher support in fostering positive academic emotions and achievement in Chinese math classrooms.
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