Handbook of motivation at school

This study integrates 40 years of teacher self-efficacy (TSE) research to explore the consequences of TSE for the quality of classroom processes, students’ academic adjustment, and teachers’ psychological well-being. Via a criteria-based review approach, 165 eligible articles were included for analysis. Results suggest that TSE shows positive links with students’ academic adjustment, patterns of teacher behavior and practices related to classroom quality, and factors underlying teachers’ psychological well-being, including personal accomplishment, job satisfaction, and commitment. Negative associations were found between TSE and burnout factors. Last, a small number of studies indicated indirect effects between TSE and academic adjustment, through instructional support, and between TSE and psychological well-being, through classroom organization. Possible explanations for the findings and gaps in the measurement and analysis of TSE in the educational literature are discussed.

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Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being A Synthesis of 40 Years of Research

Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis

Approaches to classroom instruction have evolved considerably over the past 50 years. This progress has been spurred by the development of several learning principles and methods of instruction, including active learning, student-centered learning, collaborative learning, experiential learning, and problem-based learning. In the present paper, we suggest that these seemingly different strategies share important underlying characteristics and can be viewed as complimentary components of a broader approach to classroom instruction called transformational teaching. Transformational teaching involves creating dynamic relationships between teachers, students, and a shared body of knowledge to promote student learning and personal growth. From this perspective, instructors are intellectual coaches who create teams of students who collaborate with each other and with their teacher to master bodies of information. Teachers assume the traditional role of facilitating students’ acquisition of key course concepts, but do so while enhancing students’ personal development and attitudes toward learning. They accomplish these goals by establishing a shared vision for a course, providing modeling and mastery experiences, challenging and encouraging students, personalizing attention and feedback, creating experiential lessons that transcend the boundaries of the classroom, and promoting ample opportunities for preflection and reflection. We propose that these methods are synergistically related and, when used together, maximize students’ potential for intellectual and personal growth.

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Transformational Teaching: Theoretical Underpinnings, Basic Principles, and Core Methods

Motivation and social cognitive theory

This review investigates the state of teacher self- and collective efficacy research conducted from 1998 to 2009. Two hundred and eighteen empirical articles published in 1998–2009 were examined for key characteristics and compared to research published in the previous 12 years (i.e., 1986–1997). Results from the review show increases in overall teacher efficacy research, methodological diversity, domain specificity, internationalization, and focus on collective efficacy. Continuing problem areas were a lack of attention to the sources of teacher efficacy, continued measurement and conceptual problems, a lack of evidence for the links between teacher efficacy and student outcomes, and uncertain relevance of teacher efficacy research to educational practice. An outline of directions for future teacher efficacy research is provided.

Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise?

The experience of academic boredom among students may be universal; in fact, almost all students complain at least occasionally about being bored in class or while studying. Despite the perceived negative influence of boredom on learning, there has been no synthesis of empirical findings underscoring how boredom relates to academic outcomes. Therefore, the purpose of this study is to meta-analyze the research exploring the relationship between students’ academic boredom and their motivation, study strategies and behaviors, and performance. A total of 29 studies, involving 19,052 students, met the inclusion criteria. The overall effect size, \( \overline{r} \) = −.24, was significant, p < .001. In subgroup analyses, the negative effect sizes were found to differ between secondary and post-secondary students, and boredom experienced in class had greater negative impact on students’ academic outcomes than boredom experienced while studying. In addition, a significant differential impact of boredom on academic motivation, study strategies and behaviors, and achievement was found. These findings suggest that education professionals should identify strategies to alleviate students’ boredom in academic settings.

Evaluating the Relationship Between Boredom and Academic Outcomes: A Meta-Analysis

In this article the authors report a meta-analysis that examines the association between internalizing problems (anxiety and depressive symptoms) and learning disabilities (LD) in adults. Two hypotheses about the relationship between internalizing problems and LD in adults are posited and tested: the abeyance hypothesis (internalizing problems decline in adulthood) and the continuance hypothesis (internalizing problems continue in adulthood). From an initial pool of 171 relevant studies, 15 studies met the inclusion criteria, with eight published articles and seven dissertations yielding 48 effect sizes, NTotal = 16,239). The overall effect size was significant and of medium magnitude (d = 0.51, p < .001). Results from the study suggest support for the continuance hypothesis, with rates of adult internalizing problems similar to those found in studies of children and adolescents with LD. Moderating variables are explored, and implications for practice and research are offered.

Virginia M. C. Tze

Papers

Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise?

Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis

Evaluating the Relationship Between Boredom and Academic Outcomes: A Meta-Analysis

Internalizing Problems of Adults With Learning Disabilities: A Meta-Analysis

Patterns of boredom and its relationship with perceived autonomy support and engagement