Authors

Abstract

Recognizing the factors stimulating the student's academic performance requires investigating different learning strategies influencing teachers' self-efficacy. With the growing diversity of teaching methods, motivational and instructional strategies have gained significant attention, potentially leading educationists to use them as the critical benchmark of superior student performance. This study’s primary objective is to analyze the impact of teaching strategies on student academic performance while considering the mediating role of teachers' self-efficacy. The data was collected from 260 students from different universities and colleges by using the convenience sampling method. The study results reveal that motivational and instructional strategies significantly affect teacher self-efficacy and student academic performance. Teacher self-efficacy mediates the relationship between instructional strategies, motivational strategies, and student academic performance.

Abstract in Chinese

要认识到激励学生学习成绩的影响因素就需要探究影响教师自我效能的不同学习方式。随着教学方法的日益多样化，动机和教学策略受到了极大的关注，可能导致教育学家将其作为优秀学生表现的关键基准。本研究的主要目的是在考虑教师自我效能的中介作用下，分析教学策略对学生学习成绩的影响。采用简单抽样的方法，对不同高校260名学生进行问卷调查。研究结果表明，动机与教学策略显著影响教师的自我效能与学生学习成绩。教师的自我效能在教学策略、动机策略和学生学业成绩之间起着中介作用。