Teachers' situation-specific mastery experiences: teacher, student group and lesson effects

European Journal of Psychology of Education

Volumn 29, Issue 3, 2014, Pages 429-451

  Malmberg, Lars Erik ^a   Hagger, Hazel ^a   Webster, Sophie ^b  

^a UNIVERSITY OF OXFORD   (United Kingdom)

^b WARNEFORD HOSPITAL   (United Kingdom)

Author keywords

Mastery experience; Situation specific; Teacher self efficacy

Indexed keywords

EID: 84886738790     PISSN: 02562928     EISSN: 18785174     Source Type: Journal    
DOI: 10.1007/s10212-013-0206-1     Document Type: Article

References (68)

1. Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369–386.
2. Bandura, A. (1997). Self-efficacy. The exercise of control. New York: Freeman.
3. Bandura, A., Reese, L., & Adams, N. E. (1982). Microanalysis of action and fear arousal as a function of differential levels of perceived self-efficacy. Journal of Personality and Social Psychology, 43(1), 5–21.
4. Bandura, A., & Wood, R. (1989). Effect of perceived controllability and performance standards on self-regulation of complex decision making. Journal of Personality and Social Psychology, 56(5), 805–814.
5. Beal, D. J., & Weiss, K. M. (2003). Methods of ecological momentary assessment in organizational research. Organizational Research Methods, 6(4), 440–464.
6. Berkhof, J., & Snijders, T. A. B. (2001). Variance component testing in multilevel models. Journal of Educational and Behavioral Statistics, 26(2), 133–152.
7. Blatchford, P., Bassett, P., & Brown, P. (2011). Examining the effect of class size on classroom engagement and teacher–pupil interaction: differences in relation to pupil prior attainment and primary vs. secondary schools. Learning and Instruction, 21(6), 715–730.
8. Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: how different are they really? Educational Psychology Review, 15(1), 1–40.
9. Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136–162). Newbury Park: Sage.
10. Caprara, G. V., Barbaranelli, C., Borgogni, L., & Steca, P. (2003). Efficacy beliefs as determinants of teachers' job satisfaction. Journal of Educational Psychology, 95(4), 821–832.
11. Carson, R. L., Weiss, H. M., & Templin, T. J. (2010). Ecological momentary assessment: a research method for studying the daily lives of teachers. International Journal of Research & Method in Education, 33(2), 165–182.
12. Coladarci, T. (1992). Teachers' sense of efficacy and commitment to teaching. Journal of Experimental Education, 60(4), 323–337.
13. Collins, L. M., Schafer, J. L., & Kam, C. M. (2001). A comparison of inclusive and restrictive strategies in modern missing-data procedures. Psychological Methods, 6, 330–351.
14. Corno, L. (2008). On teaching adaptively. Educational Psychologist, 43(3), 161–173.
15. Dellinger, A. B., Bobbett, J. J., Olivier, D. F., & Ellett, C. D. (2008). Measuring teachers' self-efficacy beliefs: development and use of the TEBS-self. Teaching and Teacher Education, 24(3), 751–766.
16. Department for Education. (2011). Teaching standards.http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/teachers%20standards.pdf
17. Department for School, Children and Families [DSCF]. (2009). Deprivation and Education: The evidence on pupils in England, Foundation Stage to Key Stage 4. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/189623/DCSF-RTP-09-01.pdf.pdf
18. Department for Education and Skills [DfES]. (2002). Qualifying to teach: professional standards for qualified teacher status and requirements for initial teacher training. London: Teacher Training Agency.
19. Enders, C. K., & Tofighi, D. (2007). Centering predictor variables in cross-sectional multilevel models: a new look at an old issue. Psychological Methods, 12(2), 121–138.
20. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109.
21. Frenzel, A. C., & Götz, T. (2007). Emotionales erleben von lehrkräften beim unterrichten [Teachers' emotional experiences during teaching]. Zeitschrift für Pädagogische Psychologie, 21(3–4), 283–295.
22. Fuller, F. F. (1969). Concerns of teachers: a developmental conceptualization. American Educational Research Journal, 6(2), 207–226.
23. Gabriele, A. J., & Joram, E. (2007). Teachers' reflections on their reform-based teaching in mathematics: implications for the development of teacher self-efficacy. Action in Teacher Education, 29(3), 60–74.
24. Ghaith, G., & Yaghi, H. (1997). Relationships among experience, teacher efficacy, and attitudes towards the implementation of instructional innovation. Teaching and Teacher Education, 13(4), 451–158.
25. Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: a construct validation. Journal of Educational Psychology, 76(4), 569–582.
26. Glickman, C. D., & Tamashiro, R. T. (1982). A comparison of first year, fifth-year, and former teachers on efficacy, ego development, and problem solving. Psychology in Schools, 19(4), 558–562.
27. Gorard, S. (2012). Who is eligible for free school meals? Characterising free school meals as a measure of disadvantage in England. British Educational Research Journal, 38(6), 1003–1017.
28. Guo, Y., Justice, L. M., Sawyer, B., & Tompkins, V. (2011). Exploring factors related to preschool teachers' self-efficacy. Teaching and Teacher Education, 27(5), 961–968.
29. Guskey, T. R., & Passaro, P. D. (1994). Teacher efficacy: a study of construct dimensions. American Educational Research Journal, 31(3), 627–643.
30. Hektner, J. M., Schmidt, J. A., & Csikszentmihalyi, M. (2007). Experience sampling method: measuring the quality of everyday life. Thousand Oaks: Sage.
31. Hox, J. (2002). Multilevel analysis: techniques and applications. Mahwah: Erlbaum.
32. Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741–756.
33. Klassen, R. M., Tze, V. M. C., Betts, S. M., & Gordon, K. A. (2010). Teacher efficacy research 1998–2009: signs of progress or unfulfilled promise? Educational Psychology Review, 23(1), 1–23.
34. Kunter, M., & Baumert, J. (2006). Linking TIMSS to research on learning and instruction: a re-analysis of the German TIMSS and TIMSS video data. In S. J. Howie & T. Plomp (Eds.), Learning mathematics and science: lessons learned from TIMSS (pp. 335–351). London: Routledge.
35. La Paro, K., Pianta, R. C., & Stuhlman, M. (2004). Classroom Assessment Scoring System (CLASS): findings from the pre-K year. The Elementary School Journal, 104(5), 409–426.
36. Little, T. D. (1998). Sociocultural influences on the development of children's action-control beliefs. In J. Heckhausen & C. Dweck (Eds.), Motivation and self-regulation across the life span (pp. 281–315). New York: Cambridge University Press.
37. Little, R. J. A., & Rubin, D. B. (2002). Statistical analysis with missing data (2nd ed.). New York: Wiley.
38. Malmberg, L.-E., & Hagger, H. (2009). Changes in student teachers' agency beliefs during a teacher education year, and relationships with observed classroom quality, and day-to-day experiences. British Journal of Educational Psychology, 79(4), 677–694.
39. Malmberg, L.-E., Hagger, H., Burn, K., Mutton, T., & Colls, H. (2010). Observed classroom quality during teacher education and two years of professional practice. Journal of Educational Psychology, 102(4), 916–932.
40. Malmberg, L-E., Woolgar, C., Martin, A. (2013). Quality of measurement of the Learning Experience Questionnaire (LEQ) for Personal Digital Assistants (PDA). International Journal of Quantitative Research in Education, (in press).
41. Marsh, H. W., Lüdtke, O., Robitzsch, A., Trautwein, U., Asparouhov, T., Muthén, B., & Nagengast, B. (2009). Doubly-latent models of school contextual effects: integrating multilevel and structural equation approaches to control measurement and sampling error. Multivariate Behavioral Research, 44(6), 764–802.
42. McNally, J., Blake, A., Corbin, B., & Gray, P. (2008). Finding an identity and meeting a standard: connecting the conflicting in teacher induction. Journal of Education Policy, 23(3), 287–298.
43. Midgley, C., Feldlaufer, H., & Eccles, J. S. (1989). Changes in teacher efficacy and students self- and task-related beliefs in mathematics during the transition to junior high school. Journal of Educational Psychology, 81(2), 247–258.
44. Musher-Eizenman, D. R., Nesselroade, J. R., & Schmitz, B. (2002). Perceived control and academic performance: a comparison of high- and low-performing children on within-person change patterns. International Journal of Behavioral Development, 26, 540–547.
45. Muthén, L. K., & Muthén, B. O. (2012). Mplus user's guide (7th ed.). Los Angeles: Muthén & Muthén.
46. Opdenakker, M.-C., & Van Damme, J. (2006). Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice. Teaching and Teacher Education, 22(1), 1–21.
47. Pas, E. T., Bradshaw, C. P., & Hershfeldt, P. A. (2012). Teacher- and school-level predictors of teacher efficacy and burnout: identifying potential areas for support. Journal of School Psychology, 50(1), 129–145.
48. Raudenbush, S. W., Rowan, B., & Cheong, Y. F. (1992). Contextual effects on the self-perceived efficacy of high school teachers. Sociology of Education, 65(2), 150–167.
49. Reise, S. P., Ventura, J., Nuechterlein, K. H., & Kim, K. H. (2005). An illustration of multilevel factor analysis. Journal of Personality Assessment, 84(2), 126–136.
50. Ross, J. A., Cousins, J. B., & Gadalla, T. (1996). Within-teacher predictors of teacher efficacy. Teaching and Teacher Education, 12, 385–400.
51. Sammons, P. (1995). Gender, ethnic and socio-economic differences in attainment and progress:a longitudinal analysis of student achievement over 9 years. British Educational Research Journal, 21, 465–485.
52. Sammons, P., Nuttall, D., Cuttance, P., & Thomas, S. (1995). Continuity of school effects: a longitudinal analysis of primary and secondary school effects on GCSE performance. School Effectiveness and School Improvement, 6, 285–307.
53. Schafer, J. L., & Graham, J. W. (2002). Missing data: our view of the state of art. Psychological Methods, 7(2), 147–177.
54. Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Education Needs, 12(1), 12–21.
55. Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611–625.
56. Skinner, E. A. (1996). A guide to constructs of control. Journal of Personality and Social Psychology, 71(3), 549–570.
57. Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571–581.
58. Totterdell, M., Bubb, S., Heilbronn, R., & Jones, C. (2002). Improving induction: research-based best practice for schools. London: Routledge.
59. Training and Development Agency for Schools [TDA]. (2009). National framework for the masters in teaching and learning. London: Training and Development Agency for Schools.
60. Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17(1), 783–805.
61. Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944–956.
62. Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: its meaning and measure. Review of Educational Research, 68(2), 202–248.
63. Tucker, C. M., Porter, T., Reinke, W. M., Herman, K. C., Ivery, P. D., Mack, C. E., & Jackson, E. S. (2007). Promoting teacher efficacy for working with culturally diverse students. Preventing school failure. Alternative Education for Children and Youth, 50(1), 29–34.
64. Wilhelm, P., Perrez, M., & Pawlik, K. (2012). Conducting research in daily life. In M. R. Mehl & T. S. Conner (Eds.), Handbook of research methods for studying daily life (pp. 62–86). New York: Guilford Press.
65. Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers' sense of efficacy and beliefs about control. Journal of Educational Psychology, 82(1), 81–91.
66. Woolfolk, A. E., Rosoff, B., & Hoy, W. K. (1990). Teachers' sense of efficacy and their beliefs about managing students. Teaching & Teacher Education, 6(2), 137–148.
67. Wolters, C. A., & Daugherty, S. G. (2007). Goal structures and teachers' sense of efficacy: their relation and association to teaching experience and academic level. Journal of Educational Psychology, 99(10), 181–193.
68. Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2), 143–178.