Irena Burić

Teaching quality is an important construct related to students’ affective and cognitive outcomes. However, it is usually measured with instruments that lack a clear theoretical background and/or whose psychometric properties have not been tested with appropriate statistical procedures such as multilevel modeling. Recently, Wisniewski et al. (2020) developed the teaCh scale, which measures the quality of teaching based on the students’ perceptions of seven dimensions: Care, Control, Clarity, Consolidation, Conferment, Challenge, Captivation. The aim of the study was to further test the psychometric properties of this scale using a large sample of upper secondary school students in Croatia. The results of the study show that the seven factors have adequate predictive validity for task value, student self-efficacy, and final grade, as well as adequate convergent validity and reliability. However, there are strong intercorrelations between the dimensions. These results confirm that measuring teaching quality through student reports is challenging from a psychometric point of view, but that students’ perceptions can still provide useful feedback for teachers.

Cilj ovog istraživanja bio je ispitati medijacijsku ulogu epistemičkih emocija u objašnjenju odnosa između motivacijskih uvjerenja i uključenosti učenika. U istraživanju je sudjelovalo 15 842 učenika iz 73 srednje škole u Hrvatskoj koji su bili ras- poređeni unutar 984 razredna odjeljenja. Učenici su ispunili upitnik kojim su se ispitivale epistemičke emocije (iznenađenje, znatiželja, uživanje, zbunjenost, anksioznost, frustracija i dosa- da), motivacijska uvjerenja (samoefikasnost i vrijednost zadatka) i uključenost u učenje (kognitivna, emocionalna i ponašajna). Podaci su analizirani tehnikom višerazinskoga modeliranja strukturalnim jednadžbama, a dobiveni rezultati pokazali su da epistemičke emocije djelomično posreduju odnos motivacijskih uvjerenja i uključenosti učenika na razinama unutar (L1) i iz- među razrednih odjeljenja (L2). Međutim, snaga odnosa između epistemičkih emocija, motivacijskih uvjerenja i uključenosti učenika donekle se razlikovala u ovisnosti o razini analize i valenciji emocija. Dobiveni rezultati sugeriraju da se oblikova- njem motivacijskih uvjerenja učenika može unaprijediti emo- cionalno doživljavanje učenika i njihova uključenost u učenje.

Self‐efficacy beliefs have cyclical nature as they enhance performance and performance, in turn, influences subsequent self‐efficacy beliefs. Likewise, teacher self‐efficacy is proposed to shape teaching quality which, in turn, informs future teacher self‐efficacy beliefs. To examine these associations, longitudinal studies are needed but are still sparse. Therefore, the present research employed a three‐wave longitudinal design to examine the predictive effects of teacher self‐efficacy on teaching quality as well as the predictive effects of teaching quality on future teacher self‐efficacy by using data from large samples of secondary school teachers (N = 1030) and their students (N = 17,381). Teachers self‐reported their efficacy for student engagement, efficacy for instructional strategies and efficacy for classroom management whereas students rated the teaching quality (i.e., cognitive activation, classroom management, and student support) of their teachers. The results of the multilevel structural equation modelling showed that all three dimensions of teacher self‐efficacy predicted teaching quality but teaching quality, in turn, predicted only teacher efficacy for student engagement. These results suggest that efforts in raising teacher self‐efficacy may show fruitful in raising overall teaching effectiveness.