• Miriam M. Gebauer
  • Nele McElvany
  • Wilfried Bos
  • Olaf Köller
  • Christian Schöber
Academic self-efficacy beliefs of students are important prerequisites for self-initiated
activities in the academic context, with girls and boys often benefiting differently. It is still unclear whether the quality of the learning environment, as an important factor for academic achievement, is also of importance for the reading-related self-efficacy conviction. The aim of this paper is to
examine the relationship between the three characteristics of quality teaching and reading-related
self-efficacy in the course of a school year. With N = 1597 students of the 7th year, double-manifest
regression analyzes under control of gender and socioeconomic background were conducted for
correlation testing. At the individual level, correlations were found between the subscales of efficient class leadership, cognitive activation and the reading-related self-efficacy conviction, but only
a small significance of the control variables was found. Characteristics on class level do not seem to have high meanings. The results highlight the importance of perceived teaching quality for learning
and performance-related motivational characteristics.
Translated title of the contributionTeaching quality and students' reading self-efficacy
Original languageGerman
JournalPsychologie in Erziehung und Unterricht
Issue number1
Pages (from-to)2-21
Number of pages20
Publication statusPublished - 01.2022
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    Research areas

  • Domain-specific learning in kindergarten and school - Gender differences, reading self-efficacy, social-cognitive theory, socioeconomic status, teaching quality

ID: 1372541