Teachers' involvement and students' self-efficacy: Keys to achievement in higher education.

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read Online Read More Add to Saved list
  • Additional Information
    • Source:
      Publisher: Public Library of Science Country of Publication: United States NLM ID: 101285081 Publication Model: eCollection Cited Medium: Internet ISSN: 1932-6203 (Electronic) Linking ISSN: 19326203 NLM ISO Abbreviation: PLoS One Subsets: MEDLINE
    • Publication Information:
      Original Publication: San Francisco, CA : Public Library of Science
    • Subject Terms:
      Achievement* ; Information Seeking Behavior* ; Motivation* ; Self Efficacy* ; Students* ; Teaching*; Female ; Humans ; Male ; Spain
    • Abstract:
      We study the relative importance of the three dimensions of need-supportive teaching (NST) and students' self-efficacy to gain new knowledge about students' achievement in higher education. NST assumes that teachers are key to the motivation of students, providing autonomy support, structure (support of competence), and involvement (support of relatedness). In turn, self-efficacy raises students' confidence in their ability to succeed in academic tasks. Drawing on 86,000 records of teaching evaluations by students at the University of Girona (Spain), we present evidence that teachers' involvement and students' self-efficacy are the two elements most strongly and positively related to achievement. Students obtain higher marks when they believe that their teachers are dependable and available to offer resources, and when they feel capable of organizing and implementing the courses of action necessary to acquire knowledge. We also find that students' experience of autonomy support and structure are negatively (or not) correlated with achievement. Subgroup analyses also indicate that students have different needs in different knowledge areas.
      Competing Interests: The authors have declared that no competing interests exist.
    • References:
      PLoS One. 2014 Jan 15;9(1):e85275. (PMID: 24454831)
      Br J Educ Psychol. 2009 Mar;79(Pt 1):57-68. (PMID: 18466671)
      J Adv Nurs. 1998 Mar;27(3):596-603. (PMID: 9543047)
      Science. 2016 Oct 21;354(6310):321-326. (PMID: 27846564)
      Proc Natl Acad Sci U S A. 2016 Jun 14;113(24):E3341-8. (PMID: 27247409)
      Am Psychol. 2000 Jan;55(1):68-78. (PMID: 11392867)
      J Pers Soc Psychol. 1987 May;52(5):890-8. (PMID: 3585701)
      Psychol Bull. 1995 May;117(3):497-529. (PMID: 7777651)
      J Sch Psychol. 2015 Oct;53(5):359-73. (PMID: 26407834)
      Science. 2011 Jun 3;332(6034):1213-6. (PMID: 21636776)
      J Appl Psychol. 2003 Feb;88(1):87-99. (PMID: 12675397)
    • Molecular Sequence:
      Dryad 10.5061/dryad.601k960
    • Publication Date:
      Date Created: 20190525 Date Completed: 20200121 Latest Revision: 20200309
    • Publication Date:
      20240104
    • Accession Number:
      PMC6534320
    • Accession Number:
      10.1371/journal.pone.0216865
    • Accession Number:
      31125346