The Impact of Inclusive Teaching Practices on Academic Self-Efficacy and Achievement: A Longitudinal Panel Data

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F25%3A00144428" target="_blank" >RIV/00216224:14410/25:00144428 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

The Impact of Inclusive Teaching Practices on Academic Self-Efficacy and Achievement: A Longitudinal Panel Data

Popis výsledku v původním jazyce

This conference paper was presented at the conference of the Association of Teacher Education in Europe held in Dublin. It was created as part of a research project funded by the Czech Science Foundation (GA23-04764S). The use of inclusive teaching practices is recognized in contemporary pedagogy as a critical means of adapting educational processes to individual student needs. In light of increasing classroom heterogeneity, differentiation and personalization are emphasized as essential strategies. This study explores the role of differentiated instruction and personalization in inclusive education. The Students' Inclusive Teaching Practices Scale (Schwab et al., 2022) measured personalization and differentiation. Academic self-efficacy was assessed using the Academic Self-Efficacy Questionnaire for Children (Bong &amp; Skaalvik, 2003). Academic achievement was determined via average math grades. The longitudinal study involved 556 sixth to eighth grade students, with data collected in four waves. Psychometric network analysis examined the nested data structures. Preliminary analyses show that students' perceptions of personalization correlate positively with academic self-efficacy and grades. Students with the highest grades reported significantly greater satisfaction with their educational needs compared to their peers. No differences were observed in perception between students with and without specific educational needs. Contemporary network analysis reveals that higher perceptions of need satisfaction by teachers at one time point might be associated with improved academic performance at a subsequent time point but not vice versa. Furthermore, students who achieve higher grades at one time point may perceive greater diversity in how teachers adapt tasks and deliver instructions at the following time point. In conclusion, the findings suggest that emphasizing the fulfillment of students' individual needs could enhance academic success across the classroom. However, further research is required to investigate the mechanisms underlying these relationships. Bong, M., &amp; Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really?. Educational Psychology Review, 15(1), 1-40. Schwab, S., Sharma, U., &amp; Hoffmann, L. (2022). Development and validation of the Students' Inclusive Teaching Practices Scale (S-ITPS). European Journal of Special Needs Education, 37(5), 745-758.

Název v anglickém jazyce

The Impact of Inclusive Teaching Practices on Academic Self-Efficacy and Achievement: A Longitudinal Panel Data

Popis výsledku anglicky

This conference paper was presented at the conference of the Association of Teacher Education in Europe held in Dublin. It was created as part of a research project funded by the Czech Science Foundation (GA23-04764S). The use of inclusive teaching practices is recognized in contemporary pedagogy as a critical means of adapting educational processes to individual student needs. In light of increasing classroom heterogeneity, differentiation and personalization are emphasized as essential strategies. This study explores the role of differentiated instruction and personalization in inclusive education. The Students' Inclusive Teaching Practices Scale (Schwab et al., 2022) measured personalization and differentiation. Academic self-efficacy was assessed using the Academic Self-Efficacy Questionnaire for Children (Bong &amp; Skaalvik, 2003). Academic achievement was determined via average math grades. The longitudinal study involved 556 sixth to eighth grade students, with data collected in four waves. Psychometric network analysis examined the nested data structures. Preliminary analyses show that students' perceptions of personalization correlate positively with academic self-efficacy and grades. Students with the highest grades reported significantly greater satisfaction with their educational needs compared to their peers. No differences were observed in perception between students with and without specific educational needs. Contemporary network analysis reveals that higher perceptions of need satisfaction by teachers at one time point might be associated with improved academic performance at a subsequent time point but not vice versa. Furthermore, students who achieve higher grades at one time point may perceive greater diversity in how teachers adapt tasks and deliver instructions at the following time point. In conclusion, the findings suggest that emphasizing the fulfillment of students' individual needs could enhance academic success across the classroom. However, further research is required to investigate the mechanisms underlying these relationships. Bong, M., &amp; Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really?. Educational Psychology Review, 15(1), 1-40. Schwab, S., Sharma, U., &amp; Hoffmann, L. (2022). Development and validation of the Students' Inclusive Teaching Practices Scale (S-ITPS). European Journal of Special Needs Education, 37(5), 745-758.

Druh

O - Ostatní výsledky

CEP obor

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OECD FORD obor

50300 - Education

Projekt

<a href="/cs/project/GA23-04764S" target="_blank" >GA23-04764S: Adresování individuálních vzdělávacích potřeb všech žáků: Etnografie tříd na druhém stupni základních škol</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů