Teacher self-efficacy and its relationship with students’ affective and motivational variables in higher education

  1. Susana Rodríguez
  2. Bibiana Regueiro
  3. Rebeca Blas
  4. Antonio Valle
  5. Isabel Piñeiro
  6. Rebeca Cerezo 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Revista:
European journal of education and psychology

ISSN: 1888-8992,  1989-2209

Año de publicación: 2014

Volumen: 7

Número: 2

Páginas: 107-120

Tipo: Artículo

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Otras publicaciones en: European journal of education and psychology

Resumen

During the past few decades, researchers have proposed that teacher self-efficacy influences student achievement and motivation. The main aim of this work is to identify possible teacher self-efficacy profiles and to determine possible differences in some affective-motivational variables of students. 95 teachers and 1924 students from five Spanish public Universities took part in this study. Using cluster analysis, three distinctive profiles of teachers were generated: high self-efficacy, medium self-efficacy, and low self-efficacy. ANOVA results suggest that teachers with intermediate self-efficacy perception have more learning-oriented students than teachers with high self-efficacy. Students of teachers who are overconfident of their teaching capacity seem to engage less in studying to learn, they are more indifferent to the subjects, and they value the contents of the subject less. These students could also be less confident about the results of their efforts, showing a low perception of self-efficacy, greater academic work avoidance, and more anxiety than students of teachers with a moderate perception of self-efficacy. The results are discussed in light of the hypothesis of overconfidence.

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