Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling

Teacher self-efficacy (TSE) is one of the most salient motivational characteristics that is assumed to affect teachers’ instructional quality and student motivational beliefs. However, discussions of these associations have primarily been often primarily conceptual and/or based on empirical research...

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Veröffentlicht in:	Learning and instruction Jg. 66; S. 101302
Hauptverfasser:	Burić, Irena, Kim, Lisa E.
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Elsevier Ltd 01.04.2020
Schlagworte:	Doubly latent multilevel structural equation modeling Instructional quality Student motivational beliefs Teacher self-efficacy Teacher self-efficacy Doubly latent multilevel structural equation modeling Student motivational beliefs Instructional quality
ISSN:	0959-4752, 1873-3263
Online-Zugang:	Volltext
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